Courtesy of Victoria McDougald
Courtesy of Victoria McDougaldWhen 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.
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Krista Landgraf 1 month ago1 month 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 month ago1 month 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 month ago1 month 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 month ago1 month 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 month ago1 month 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 month ago1 month 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 month ago1 month 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 1 month ago1 month 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.