All students should have access to ‘gifted’ classes in school – Marin Independent Journal

When I was in first grade, my parents applied to a local elementary school in Fresno that offered what they called a gifted and talented program. The school was nationally recognized and had impressive academic success rates, so who wouldn’t want to send their child there?

After passing a test, I was accepted into the school. My family was so excited. I had the opportunity to take strategically accelerated courses taught by specially trained teachers.

The world was at my feet.

But now, as a rising sophomore, I think about the consequences of attaching the gifted label to California kids. At some point, I realized that students in the program rarely had a chance to interact with those outside of the program. This disconnect continued throughout high school, and came with the pressure to live up to the gifted label.

Studies have shown that gifted students are at a higher risk for mental health problems than the average student. On the other hand, students who take standard or remedial courses are more likely to get stuck on that academic path – even if they are perfectly capable of performing at a higher level. It has been proven that a student’s college performance is proportional to the rigor of their high school curriculum, meaning that underestimating a student’s potential can limit their potential.

We are in a lose-lose situation that is detrimental to the psyche of all students. Highly gifted students lack opportunities to become more involved with the school community, while standardized students are denied excellent educational opportunities. This social distinction persists throughout high school and beyond, leaving both groups feeling like there is no place to interact—as if they are inherently different.

We enjoyed the years I spent in the gifted program in elementary school, and I took comfort in knowing that I had the potential to challenge myself academically. Being immersed in an enriching academic environment so early gave me the confidence and preparation to tackle advanced placement and honors courses in high school without thinking twice.

When I got to high school, I immediately felt at home, but that was mostly because I went to school with the same kids from elementary school. While this fostered a sense of community, I often felt limited when I met students who weren’t taking advanced courses.

After years of attending the gifted program, I began to wonder what the system was all about. A conversation with my principal later revealed that there were actually no gifted programs at my high school.