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When my son entered kindergarten at our local public school last fall, I never expected I’d have to become an ambassador and advocate for giftedness and gifted education. He has always been an eager, rapid learner— intensely curious and a social butterfly — so we expected his first year of elementary school to be one of mostly excitement, fun and joy.
Although our public school is well-known in the area for its strong gifted and talented education program, it isn’t available to students until third grade, missing the critical first years of schooling that lay the groundwork for all the learning and growth that follow. Yet research is clear that gifted children need additional challenges — outside the school’s standard curriculum — to stay engaged. They have high potential and high ability — and often require services not provided by regular school programs.
Without an appropriately engaging, rigorous and expanded curriculum, gifted children risk becoming bored, frustrated or angry, and they may begin to disengage, misbehave or act out at home or at school. Under-challenged gifted children are also denied a critical opportunity to face adversity — learn how to cope with mistakes, failure and disappointment — and develop other critical behavioral regulation skills that all young children should learn.
When I began asking questions, the adults I spoke to in my district were quick to offer myriad reasons for delaying the start of gifted programs until mid-elementary years (we don’t want to “rush” a child’s development, it’s difficult to test children in early elementary, there are so few of these children in a given grade that they just aren’t a priority in terms of resources, etc.).
But I wondered: Like my son, weren’t most gifted third graders already gifted when they were in kindergarten? Gifted children are present in all grade levels and in all types of populations. Children don’t wave a magic wand and become “gifted” halfway through elementary school. Why do we wait until the second or third grade to meet their needs? Why don’t we begin gifted services earlier? And if the problem is the lack of testing with which to identify gifted students, why don’t we start testing earlier? After all, districts are required to start identifying students with disabilities at age 3. Surely they could look for gifted students by age 5.
Frustrated, I began to research California’s gifted policies (or as I soon discovered, their lack thereof).
While California has some state program standards and guidelines for gifted education, unlike nearly all other states, it does not have a state definition of “gifted” written anywhere in law. As outlined in a 2020-21 report by the National Association for Gifted Children and the Council of State Directors of Programs for the Gifted, California also does not have a state law or rule that mandates the identification of gifted children or that requires gifted teacher training (this is all left to the discretion of local school districts and public charter school networks). The state does not provide dedicated funding to support gifted education, doesn’t track how many students are identified as gifted and talented in California, and does not have specified minutes of gifted and talented services required by rule or law. Nor is professional learning for administrators on the nature and needs of gifted students required by the state. I could go on. All of this means that programs — when available at all — vary widely in content and quality; there isn’t even a low bar that needs to be met.
Gifted education has likely become even less of a priority for schools due to the Covid-19 pandemic, despite the 2022 National Assessment of Educational Progress scores showing large declines in reading and math at all levels. Yes, gifted children comprise a small subset of total enrollment, but their academic needs should be as much a priority as those of any other child. Gifted children are children first, and gifted second. All children deserve a challenging education that meets their academic and social and emotional needs.
Nor should the burden of advocacy fall on individual parents, many of whom aren’t education experts and who, like me, are already exhausted and overwhelmed by the many challenges of raising wonderful, spirited, intense gifted children. Equally overwhelmed, hardworking early elementary teachers and counselors also deserve more support and training so they’re equipped to identify and serve these students within school walls.
It’s long past time for California to fix its woeful laws and policies for gifted education. The state can and should do so much more to require the identification of gifted children, specify the services that should be provided to them, monitor the number of students participating and how they fare and require gifted teacher training.
The state’s youngest minds simply deserve more, and they deserve it today.
•••
Victoria McDougald is a mother of two who lives with her family in Orange County, California and chief of staff at the Thomas B. Fordham Institute, a nonprofit organization promoting educational excellence via quality research, analysis, commentary, and advocacy.
The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.
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Mrs. T 2 weeks ago2 weeks ago
I think the problem is bigger than just a lack of specific programs for gifted students. There's a fundamental flaw with the entire education system as it is now set up: the assumption that children all do and should learn at the pace in each subject at the same age. This was not a problem in one-room school houses where children were allowed to progress through their studies in each subject at their … Read More
I think the problem is bigger than just a lack of specific programs for gifted students. There’s a fundamental flaw with the entire education system as it is now set up: the assumption that children all do and should learn at the pace in each subject at the same age. This was not a problem in one-room school houses where children were allowed to progress through their studies in each subject at their own pace. The factory model of education we now have doesn’t just underserve gifted children; I think it underserves most children. I don’t know of any children that are just exactly average in every area. Some have well-developed fine motor skills but struggle with conceptually understanding math. Some read easily but don’t communicate well with peers. I mean, when did uniformity become of chief importance?
As far as all the outcry to the concept of gifted education: would you put a child whose intelligence/learning/development was average or normal for his age in a special education classroom for children with learning disabilities? If not, why not? Would it be good for that child to sit, day after day, being retaught concepts that he already mastered? I mean, who knows, maybe there would be some topic or concept where he might benefit from repeated exposure… But on the whole, if the child was going everyday and not learning anything new, then the point of school becomes daycare, not an education. The same holds true for “gifted” students who have the capability of grasping concepts much faster. There can be just as great a difference in intellectual ability between intellectually gifted children and more normally developing children as between more normally developing children and those with learning disabilities.
This is one of the main reasons we homeschool. There is no way I would force my 6 year old, who is playing with square roots and negative numbers and PEMDAS, to sit in a typical first grade classroom where he’d have spent the whole year learning basic addition and just being introduced to subtraction. At the same time, that same classroom would expect him to spend much of the day physically writing, when his fine motor skill development would be better served by still playing with play dough and small toys.
Humans are different. Kids are pretty much all asynchronous learners. The best education doesn’t provide for the average and hope that most kids are somewhat well served; the best education is customizable, self-paced, allowing kids to be appropriately challenged in each area.
Wilfredo Mallari 6 months ago6 months ago
Well said. I have a 5-year-old that has shown signs of rapid mental acceleration since he was a year old. Unfortunately, if you can’t afford between $20 to 40k for kinder-college with a handful of exclusive schools, you are out of luck.
Tony Wallace 9 months ago9 months ago
Thank you for the great article, Victoria. I agree one hundred percent. It is unfortunate that California no longer fosters gifted students. Our older kids were in the GATE program years ago and we were looking forward to our youngest, and potentially our brightest, child following the same path. However, a quick Google search led me to some bad news "Since the passage of the 2013–14 Budget Act, Gifted and Talented Education (GATE) is no … Read More
Thank you for the great article, Victoria. I agree one hundred percent. It is unfortunate that California no longer fosters gifted students. Our older kids were in the GATE program years ago and we were looking forward to our youngest, and potentially our brightest, child following the same path. However, a quick Google search led me to some bad news “Since the passage of the 2013–14 Budget Act, Gifted and Talented Education (GATE) is no longer considered a categorical program in California.”.
Growing up in Philadelphia in the 80’s we had an amazing gifted program where I had the opportunity to visit many places like art museums, the symphony and the stock exchange. The classroom structure was loose and creative. I did not realize how lucky we were at the time. I love the whole defense of California with the argument “It is the parent’s duty to nurture…” While I agree this is true, I also believe the ability for other states to provide a vastly better environment with less funding and resources speaks volumes to our priorities.
Lesley 11 months ago11 months ago
Thank you for this well written article. When my child was entering Kindergarten, we did not yet have a diagnosis that she was gifted, but within moments of walking into the kindergarten of our local Los Angeles school, I knew that being in that classroom would leave her bored and frustrated. I asked the principal when testing for GATE was done, and was horrified by the response of 3rd grade. What were we going to … Read More
Thank you for this well written article. When my child was entering Kindergarten, we did not yet have a diagnosis that she was gifted, but within moments of walking into the kindergarten of our local Los Angeles school, I knew that being in that classroom would leave her bored and frustrated. I asked the principal when testing for GATE was done, and was horrified by the response of 3rd grade.
What were we going to do until then? This is a child that we never pushed to learn quickly at such an early age, yet when she finally did enter Kindergarten, would come home and ask me, “Why won’t they let me do math past 10?” Gifted children frequently need support and additional challenges before 3rd grade, and the idea they would not is uninformed.
Krista Landgraf 12 months ago12 months ago
Loved seeing your article. Yes, we have a problem with gifted education in the state. California Association for the Gifted began in 1961 and is the largest gifted organization in the state. We are diligently trying to get policy passed at the state level that will help to ensure all gifted students are given the access to the learning environment that best suits their needs. Unfortunately, many gifted students, particularly those from underserved and … Read More
Loved seeing your article. Yes, we have a problem with gifted education in the state. California Association for the Gifted began in 1961 and is the largest gifted organization in the state. We are diligently trying to get policy passed at the state level that will help to ensure all gifted students are given the access to the learning environment that best suits their needs. Unfortunately, many gifted students, particularly those from underserved and underrepresented groups, are not receiving the identification and support they need to thrive. By advocating for gifted education services, we can help ensure that all students have the opportunity to succeed and reach their goals.
CAG (California Association for the Gifted) along with Dr.Sandra Kaplan have been
working on ways to identify and offer services to our TK – 2nd graders throughout the state. I would love to be able to speak with you further and see how you could help support our endeavor to provide the much needed opportunities necessary for our gifted students.
The Voiceless 1 year ago1 year ago
I wonder about all the gifted, advanced learner children from homes with challenges that may not display their talents or gifts because of the challenges they are dealing with. But moreover, if you have a child displaying capacities for giftedness and have the wherewithal to recognize this, maybe it's a parent's responsibility to nurture and develop their advanced abilities outside of school. That's what parenting is supposed to be. You're still their teacher Numero Uno. … Read More
I wonder about all the gifted, advanced learner children from homes with challenges that may not display their talents or gifts because of the challenges they are dealing with. But moreover, if you have a child displaying capacities for giftedness and have the wherewithal to recognize this, maybe it’s a parent’s responsibility to nurture and develop their advanced abilities outside of school. That’s what parenting is supposed to be. You’re still their teacher Numero Uno.
Raising kids is exhausting. But if you’re so well disposed to your own success, how do think other parents struggling in the world feel in their child raising responsibilities? Sometimes there’s a choice and need to balance your own achievement with that of the responsibility of raising a child.
A child is a choice and commitment. Try downshifting for a couple years if you need to. Career will be there. If you feel your child’s opportunity may not, you have another choice to make. School wasn’t invented to replace parenting or even ensure your kid reaches their full potential. That’s still a parent’s job.
Maya K 1 year ago1 year ago
I disagree. I don't think Kindergarten is the place to begin. At this early stage people's brains are not all developing at the same rate. I'll give my anecdotal experience. My son's preschool teacher advised us to redshirt him because he wasn't reading. We didn't agree and he went to Kindergarten at 5. I will never forget my first parent/teacher conference. When your child's kindergarten teacher says "don't panic" in so … Read More
I disagree. I don’t think Kindergarten is the place to begin. At this early stage people’s brains are not all developing at the same rate.
I’ll give my anecdotal experience. My son’s preschool teacher advised us to redshirt him because he wasn’t reading. We didn’t agree and he went to Kindergarten at 5.
I will never forget my first parent/teacher conference. When your child’s kindergarten teacher says “don’t panic” in so many words, you know it isn’t going to fun.
He had the lowest brigance test in the school (a test that compares the child to his peers). She said to me and I will never ever forget it. He is *5*. Give him time to grow. We did.
Fast forward to high school. He scored 5s on AP Calculus BC, AP Physics C, AP Chemistry, AP Computer Science tests. All of that transferred to college. He had really high SAT scores both regular and subject.
He began college taking Calculus 4 and intro to electrical engineering and accelerated programming. And because he could take sophomore level classes, he was able to get on a 4 year BS/MS Electrical Engineering degree path. Which he completed.
He’s now an electrical engineer.
His last B in his educational career was in AP US History.
He graduated college with 4.0s in his BS and MS. His master’s research professor was lobbying for him to stay on to complete his PhD. But industry beckoned.
His Kindergarten teacher follows him and us on social media. As the parent bragging commenced when he graduated from college, she commented with a smile. Because she did tell us so.
All those years ago at 5 she saw him and understood that this is much too young to gauge potential.
I agree that CA doesn’t nurture students and offer them opportunities to stretch in middle and high school. But I’d caution anybody in setting paths as early as Kindergarten.
How many people like my son are overlooked so early in their lives? Too many.
Karen D 1 year ago1 year ago
I hear you! While there any standard state definitions of "gifted," while my son, also gifted, was in PK in NY, PK-3rd in Los Angeles and 4th-12th in Florida, we certainly found none. Colorado has a pretty extensive definition that segments students into exceptional, gifted and highly gifted. Florida has an exceptional student definition (ESE) and program but they lump those with disabilities together with those with cognitive gifts! I became an educator because of … Read More
I hear you! While there any standard state definitions of “gifted,” while my son, also gifted, was in PK in NY, PK-3rd in Los Angeles and 4th-12th in Florida, we certainly found none. Colorado has a pretty extensive definition that segments students into exceptional, gifted and highly gifted. Florida has an exceptional student definition (ESE) and program but they lump those with disabilities together with those with cognitive gifts! I became an educator because of this and had to fight tooth and nail for every inch for my son. Now he’s thriving at UC Berkeley (but as an out-of stater!)
Misinformed 1 year ago1 year ago
This article is, sadly, misinformed. I would expect nothing less from the Thomas B. Fordham Institute. As a longtime school educator myself, I understand what Ms. McDonald doesn't, or strategically chooses to ignore: "gifted" in elementary school is just another way of saying "privileged". "Gifted" children are quick to learn to read, do basic math, behave in an orderly manner in school. These are not symptoms of an advanced brain, no matter how much parental pride … Read More
This article is, sadly, misinformed. I would expect nothing less from the Thomas B. Fordham Institute.
As a longtime school educator myself, I understand what Ms. McDonald doesn’t, or strategically chooses to ignore: “gifted” in elementary school is just another way of saying “privileged”.
“Gifted” children are quick to learn to read, do basic math, behave in an orderly manner in school. These are not symptoms of an advanced brain, no matter how much parental pride she has in her own son. These are symptoms of a child who won the lottery: his parents can afford time to read to him. They can afford preschool. They do not work two jobs or suffer from extreme mental illness or addiction. They have the capacity to prepare him for kindergarten in a country that has ZERO public education prior to age 5.
My comment is not for Ms. McDonald. It is for other readers. Why? Because I think Ms. McDonald already knows everything I shared. I think the Thomas B. Fordham Institute, the Hoover Institute, and all other “conservative” institutions also know. They strategically pretend not to to push an agenda.
Replies
Victoria McDougald 1 year ago1 year ago
There are gifted children from all backgrounds and walks of life, and we need to do a much better job of identifying all of these children, but particularly in disadvantaged communities. It is also wildly inaccurate to say that all gifted children behave in an orderly manner in school. You're understandably conflating high achieving, high performing students with gifted students. As I've written before, "gifted and high-achieving students are not one and the same. High-achieving … Read More
There are gifted children from all backgrounds and walks of life, and we need to do a much better job of identifying all of these children, but particularly in disadvantaged communities. It is also wildly inaccurate to say that all gifted children behave in an orderly manner in school. You’re understandably conflating high achieving, high performing students with gifted students. As I’ve written before, “gifted and high-achieving students are not one and the same. High-achieving students are not always gifted, and sadly, many gifted students are not high-achieving.” Thank you for all of your years teaching.
Maya K 1 year ago1 year ago
I've always felt we should talk about passion not gift. Everyone has their passions in whatever moves them. Music for some. Engineering for others (my son as I shared above). Writing. Art. The list goes on and on and on. I am not a supporter of somebody being identified in Kindergarten, I think they delay to third because that is when the proverbial playing field becomes more even. However I also … Read More
I’ve always felt we should talk about passion not gift.
Everyone has their passions in whatever moves them. Music for some. Engineering for others (my son as I shared above). Writing. Art. The list goes on and on and on.
I am not a supporter of somebody being identified in Kindergarten, I think they delay to third because that is when the proverbial playing field becomes more even.
However I also think we don’t allow room for individuality to pursue the passions early enough and children are forced in to a one size fits all when it never does.
What is the solution? I don’t know but I will always feel that at such a young age (5) the socialization with their peers is really important.
I also worry about the redshirting. When some redshirt and others don’t (can’t or won’t) the classroom becomes a year difference in abilities that between 5 and 6 are huge. And when teaching to the middle the 5 year old is at the disadvantage.
Joshua Raymond 12 months ago12 months ago
As a parent of gifted children, I dealt with this belief from many longtime educators. My family is solidly middle class in an upper middle class and upper class area, yet my daughters out-performed their wealthier classmates. Yes, we got all the accusations of "hot housing" and claims that all kids even out by third grade, yet despite the public schools' best efforts, my daughters continued to have tremendous academic growth and success and never … Read More
As a parent of gifted children, I dealt with this belief from many longtime educators. My family is solidly middle class in an upper middle class and upper class area, yet my daughters out-performed their wealthier classmates. Yes, we got all the accusations of “hot housing” and claims that all kids even out by third grade, yet despite the public schools’ best efforts, my daughters continued to have tremendous academic growth and success and never “evened out.”
Yes, proficiency testing is highly tied to economic background, so much so that wealthy districts get accolades for providing an amazing education that is not very different from the impoverished districts with abysmal test scores. But really that has nothing to do with gifted elementary students. It can make gifted learners harder to identify, but that is another issue that schools need to resolve.
My home district would provide no services for gifted students, so I worked with a neighboring district to establish a gifted magnet school. While it only starts in second grade, one of their elementaries serves as a feeder school and provides strong differentiation for advanced learners.
Rachel Farina 3 months ago3 months ago
I think your comment is terribly misinformed. Giftedness is itself arguably a form of neurodivergence. When gifted - high IQ - children are not given challenging material they suffer with behavioral problems, rebellion, ADHD traits, etc. Being hperlexic and doing equations at 4 or 5 happens. My own sister was gifted and thankfully in the GATE program, but in high school she still struggled a lot due to boring classes. She wound up with drug … Read More
I think your comment is terribly misinformed.
Giftedness is itself arguably a form of neurodivergence.
When gifted – high IQ – children are not given challenging material they suffer with behavioral problems, rebellion, ADHD traits, etc.
Being hperlexic and doing equations at 4 or 5 happens. My own sister was gifted and thankfully in the GATE program, but in high school she still struggled a lot due to boring classes. She wound up with drug abuse.
Not being challenged is terrible for the brain, especially for someone gifted.
The fact that many in California have no care for “gifted” children, because they see them as white and moneyed, is disgusting. The wellbeing of every child matters, and what’s truly repugnant is that failing to give gifted kids what they need — a special education catered to their style of brain — makes it far less likely that they will become the physicists, doctors, scientists that we so desperately need to solve our urgent problems.
Again, it’s atrocious to me that you would call a gifted child “privileged”.
My father, too, was gifted. 160 IQ. He was an aerospace engineer and worked on NASA programs. He had no money, was born into nothing, his father had schizophrenia, and they skipped him two grades. Ultimately, he still misbehaved due to boredom and they had to send him to military school.
Not having a GATE program is like note have Special ED and IEPS for those with learning disabilities.
Envy is not a good look.