The battle in American education over two loaded adjectives, “gifted” and “advanced,” has raged behind the scenes for decades. But that may change.
“Gifted” means having exceptional talent or natural ability. “Advanced” learning, on the other hand, means going beyond others in progress or ideas.Advertisement
I asked Lauri Kirsch, president of the National Association for Gifted Children, what she thought of this. Should her organization change its name? She congratulated the study authors for giving “us a lot to think about,” but quickly changed the subject.
The National Working Group includes experts such as Nicholas Colangelo at the University of Iowa, Chester E. Finn Jr. at Stanford, Tarek Grantham at the University of Georgia, Paula M. Olszewski-Kubilius at Northwestern and Jonathan Plucker at Johns Hopkins. They have identified specific actions schools should take “to effectively serve all their students who have the potential for advanced learning.
The working group concedes there is widespread resistance to acceleration because many educators and some parents “fear students’ social and emotional developments will be impaired.” The group also acknowledges when a student is accelerated into a different school, the receiving school puts up barriers, “particularly with students from racially underrepresented or low-income backgrounds.”
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