Recently, my son Noah received disappointing news: “Noah, you didn’t qualify for the gifted program at school,” my wife informed him. Though he tried to mask his disappointment, I could sense that the finality of the situation weighed heavily on him. However, I found myself feeling relieved.
As a parent, it’s instinctual to feel defensive when your child is excluded. I briefly entertained the idea that my hardworking, straight-A third grader should have been recognized as one of the top students. The lengthy evaluation process that led to this outcome was frustrating. Yet, my initial bitterness quickly faded. The reality is that I have reservations about gifted programs in general, anchored in three key concerns.
The Pitfalls of Standardized Testing
The turning point in my son’s evaluation was his composite score from a series of intelligence tests, which fell short of the requirements. This situation highlights the problematic nature of excessive testing used to label children as capable or not. In our school district, the gifted program necessitates multiple assessments, such as the Kaufman Brief Intelligence Test or the Naglieri Nonverbal Ability Test, alongside others like the Reynolds Intellectual Assessment Scales.
To put it simply, I am entirely against the divisive approach of testing children to categorize their abilities. Regardless of the credentials of those who design these exams, I refuse to accept that any test can or should serve as a definitive measure of intelligence.
The Influence of Overzealous Parents
It’s evident that parental advocacy plays a significant role in securing gifted program placements. Many students admitted into these programs do so largely due to their parents’ insistence. Noah’s assessment was prompted by his second-grade teacher, which is more of an exception than the rule. Typically, without an assertive parent pushing for the process, students must rely on their teachers’ insight to get started.
Furthermore, if a child aspires to join the gifted program but doesn’t pass the initial tests, there exists an appeals process. This often requires hiring a third-party evaluator, which can be a financial burden. This structure inherently disadvantages children who lack strong parental support or the resources to seek alternative evaluations. Those without advocates are not only less likely to be considered but also find themselves without viable options if they struggle with the testing.
Exclusivity in Enrichment Opportunities
The gifted program at Noah’s school offers engaging enrichment projects, including charity work and educational field trips that would appeal to any student. These activities promote values I hold dear: community involvement, experiential learning, and teamwork.
This leads me to question: Why are such enriching experiences limited to a select few? Shouldn’t the promotion of civic engagement and learning be accessible to all students, rather than just those deemed “gifted”? In fact, these programs could be missing a valuable chance to share these ideals with a broader range of students, fostering an environment where all children can contribute and learn from one another.
Reflecting on the gifted program, I often think of an incident from about a year ago. I dropped my kids off at school and noticed three shiny charter buses idling nearby. “What are those buses for?” I asked, slightly annoyed. “The gifted kids are going on a trip to Epcot today,” Noah shared with a crooked smile.
“That’s great for them,” I said, unable to hide my disdain. I gathered my thoughts and encouraged my kids, saying, “Work hard, and you’ll have the last laugh.” Just the other day, when Noah felt momentarily down about not being accepted into the program, I reminded him of that same sentiment.
If he takes that advice to heart, in my view, he ultimately emerges victorious.
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In summary, while my son’s exclusion from the gifted program was disheartening, it allowed me to reflect on the inequities within the system. I believe in fostering an inclusive environment that values all students, regardless of test scores.
Keyphrase: Gifted Program Exclusion
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