Socioeconomics and Gifted Children

Posted by Carla Marie Boulianne Jul 26, 2008

As I researched “Gifted Out-of-level Achievement Test Criticisms,” the report by Wyner et al. really affected me. In all my years in GATE programs, I never heard of talent searches until my daughter was identified as gifted. My test scores easily warranted candidacy and talent searches were in full swing during my middle school years.

Was it that my teachers never thought to refer me to a talent search or were not aware of the benefits of participation? Maybe my parents were notified of my eligibility, but didn’t pursue the opportunity due to limited financial resources.

Then I started thinking about my daughter and the impact socioeconomic status has on her educational experience. When our daughter was assessed, we lived on the edge of school district serving a disproportionate share of our city’s underprivileged students. I saw this as an asset because our affluent children would experience diversity and not grow up sheltered and discompassionate.

When we sought gifted programming, we discovered that the school focused so much on the low performers that there was little for high achievers. After some soul searching, we requested a transfer into the best school in our district. It was actually a few blocks closer to our home. The school program was loaded with after school enrichment opportunities.

We received transfer, but the slot disappeared after discussing grade acceleration with the principal. In frantic haste, we returned to the private school our daughter attended as a preschooler. That principal approved her acceleration, which has been an unfettered success.

After reading Wyner's “Achievement Trap,” I can’t help but recall all the missed opportunities of my youth and appreciate that my daughter’s gifted experience is strikingly different solely based on economics and parent advocacy- two factors beyond a gifted child’s control.