When my wife shared the news with our son, Max, that he hadn’t been accepted into the gifted program at school, I could see a flicker of disappointment in his eyes. He tried to mask it, but I knew he was affected.
Strangely enough, I felt a wave of relief wash over me. Sure, as a parent, it’s natural to feel defensive about our children and their achievements, especially when they’re not recognized by a system that seems to favor a select few. My mind briefly wandered to the absurdity of my bright, enthusiastic third grader being deemed unworthy of joining the ranks of the school’s elite learners. But my irritation quickly faded.
Honestly, I have my reservations about gifted programs altogether. There are a few key principles at play that I fundamentally disagree with.
The Flaw in Testing
Ultimately, the deciding factor in Max’s case was that his composite score on a series of intelligence tests fell short. This raises my biggest concern: the over-testing of children in elementary school. In our district, the gifted program requires students to excel in multiple assessments, including the Kaufman Brief Intelligence Test and the Wechsler Intelligence Scale for Children.
To put it bluntly, I’m done with testing that seems designed to label and divide children. No matter how many experts endorse these assessments, I firmly believe that no single test can accurately measure a child’s potential or worth.
Advocacy and Parental Pressure
It’s also become clear that parental involvement plays a significant role in whether kids get into these programs. In many cases, children are encouraged to seek admission primarily due to their parents’ insistence. Max’s journey began after a nudge from his second-grade teacher, which is actually quite rare. Typically, without an advocate at home, kids often miss out on these opportunities unless they have an exceptionally perceptive teacher who spots their potential.
Moreover, if a child doesn’t score well enough initially, there’s a process for appeal. This often involves hiring a third-party evaluator to reassess their fit for the program, which can disadvantage families without the financial means to pursue such options. This system inherently favors those who have the resources and support at home, leaving many students without a fair shot.
Enrichment Opportunities Should Be Inclusive
The gifted program at Max’s school does offer some fantastic enrichment activities, like community service projects and educational field trips that any child would enjoy. These experiences promote values such as civic engagement and teamwork, which I wholeheartedly support.
So, I can’t help but wonder: why are these enriching opportunities limited to just a select group of students? Shouldn’t all children have the chance to learn these valuable lessons? Gifted programs could serve as a bridge to foster inclusiveness, allowing students to share their enriching experiences with their peers, ultimately breaking down the artificial divide created by testing.
Reflecting on my son’s recent disappointment, I remember a particular moment from a year ago when I dropped him off at school. Three shiny charter buses were parked outside, and when I asked about them, he mentioned, “The gifted kids are going on a trip to the science museum.” My initial reaction was less than supportive. Yet, after a moment, I decided to encourage him to channel that motivation into hard work. “Keep pushing yourself, and you’ll have the last laugh,” I told him.
When Max feels down about his recent rejection, I remind him of that advice. If he embraces perseverance and curiosity, he truly wins in my eyes.
In the end, life is about more than just labels and scores. It’s about the journey we take and the lessons we learn along the way.
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Summary
In this reflective piece, I share my experience as a parent of a child who was not accepted into his school’s gifted program. While my son felt disappointment, I found myself relieved, questioning the validity of testing and the exclusivity of such programs. I believe that all children deserve access to enriching experiences and that parental advocacy can create an uneven playing field. Ultimately, it’s not just about labels; it’s about nurturing potential and promoting inclusivity in education.