Seventy percent of the city’s gifted and talented (G&T) kindergarteners are white and Asian, while 70 percent of students are black and Latino, they write.
“Segregation” harms the education of low-income students. they argue. “At the same time, affluent white and Asian students in the city’s separate G&T classrooms are also denied the cognitive and social benefits that socioeconomically and racially diverse classrooms offer.”
Gifted children won’t “be fine” in mixed-ability classes, responds Rick Hess.
. . . we’re putting much at risk when we simply hope that overburdened classroom teachers can provide the teaching and learning that gifted children need. Anyone who has watched a teacher labor to “differentiate” instruction in a classroom that encompasses both math prodigies and English language learners knows it’s unreasonable to expect most teachers to do this well.
Students do best in classrooms with students of similar ability, researcher Bruce Sacerdote writes. “We know from data, from theory and, most important, from decades of experience that ability grouping or tracking can have a big payoff. . . . High-ability students benefit the most from high-ability peers.“