The Challenges of Achieving Equity Within Public School Gifted and Talented Programs

K-12 gifted and talented programs have struggled with racial, ethnic, socioeconomic, native language, and disability inequity since their inception. This inequity has been well documented in public schools since at least the 1970s and has been stubbornly persistent despite receiving substantial attention at conferences, in scholarly journals, and in K-12 schools. The purpose of this article is to outline why such inequity exists and why common efforts to combat it have been unsuccessful. In the end, poorly designed identification systems combined with larger issues of societal inequality and systemic, institutionalized racism are the most likely culprits. I end the article with a hierarchy of actions that could be taken-from low-hanging fruit to major societal changes-in order to combat inequity in gifted education and move the field forward.

Automated summary

Despite efforts to address inequities in K-12 gifted and talented programs related to race, ethnicity, socioeconomic status, native language, and disability, these disparities persist due to poorly designed identification systems and larger societal issues such as systemic racism. Common efforts to combat these inequities have been unsuccessful, indicating the need for a hierarchy of actions, ranging from immediate changes to major societal shifts, to address these challenges in gifted education and advance the field.