[Ohiogift] Gifted-ed programs stink

[Art Snyder]

      Friends:
 
 Parenting columnist John Rosemond on June 10 addressed a reader question on a 9-year-old going into a fourth-grade gifted program. His short answer was that "I am unable to find any compelling research to the effect that these (gifted and talented) programs result in long-term intellectual or academic advantage. Their ultimate benefit, therefore, is questionable."
 
 Well. Surely, Rosemond must be missing something with his dismissive commentary that basically says g/t programs stink.

Newspapers across the country ran the column. If you'd like to read the whole text, visit:
http://www.bradenton.com/2013/06/11/4562618/john-rosemond-june-11-2013-child.html (or read the pasted column tagged onto this message)

This is not the first time the influential Rosemond has taken g/t service to task. Other comments of his include these (colored variously, for ease of reading):
"Researchers have consistently found that by grade 3, one cannot tell the difference between children who came to first-grade knowing their ABC's, number facts, or even how to read, and kids of comparable ability who came as academic 'blank slates.' " 
"... if your daughter had a learning problem, it is unlikely she ever would have been identified as gifted and talented."
"It appears that the zeal to have one's child identified as gifted and talented and placed, therefore, on an advanced and accelerated track in school is misplaced. A newly released study finds that only 3 percent of gifted and talented children live up to their potential. The study's author, educational psychologist Joan Freeman, tracked 210 gifted children into adulthood and discovered that only 6 achieved a level of vocational success commensurate with their abilities. To what did Freeman attribute this underachievement? Over-involved, pushy parents who end up robbing their children of their childhoods. By all appearances, these kids are high achievers, but they are often not well-founded, especially when it comes to social skills."

Any comments on Rosemond? (His website unfortunately has little contact information for feedback, other than to buy his publications or to book him for a speaking engagement.)

Best wishes,
Art Snyder
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Rosemond column for June 11, 2013:

Should child be pushed into gifted program?
Q: Our 9-year-old daughter is going to the fourth grade next school year. She loves school and has always done very well. She recently took a series of tests and we’ve learned that she qualifies for the gifted and talented program. When we told her, she became very upset and told us she doesn’t want to accept the promotion. We tried to explain the advantages, but she just became more upset. She says none of her friends are in the gifted program and she doesn’t want to be there either. The school counselor says we should not let her make the decision. What should we do?

A: In most cases, and especially at the elementary level, the programs in question are examples of what are known as “pull-out” programs. The children in GT programs attend regular classes and are then pulled out of class three to five times a week for enrichments of various sorts. I am unable to find any compelling research to the effect that these programs result in long-term intellectual or academic advantage. Their ultimate benefit, therefore, is questionable.

When my daughter, Amy, was in the fifth grade, she qualified as a GT student. My wife and I sat down with her, explained the short list of pros and cons, and allowed her to make the decision. She told us exactly what your daughter told you: Her friends were not in the program, so she didn’t want to be there either. The school was disappointed, but they got over it, and Amy went on to be an honors student at the University of North Carolina.

I speculate that your daughter doesn’t want the attention that would come from being pulled out of class by the GT teacher. She is concerned that her “special” status might not sit well with her friends. Unfortunately, her anxiety is probably warranted. Since the efficacy of such programs has not been demonstrated, since they are obviously not necessary to a successful life, however one might measure that, I’d say let your daughter make the decision.

“But what if she later regrets it?“

Good. Then she has to deal with the issue of personal responsibility, and she is not too young to have to do so. It is controlled exercises in decision-making of exactly this sort that cause children to become more far-sighted and weigh pros and cons rather than simply making decisions on the basis of feelings and impulses.

Regardless of outcome, being allowed to make decisions and learn from the mistakes that are inevitable to that process is an important part of growing up. In the emotional sense, it is the very thing of growing up.
 
   
 
    
  

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