[Ohiogift] Gifted-ed programs stink

[Edward A. Hawks III]

My comments are highlighted below. . . 

 

Chip

 

Edward A. Hawks, III, M.Ed.

  _____  

Gifted Intervention Specialist / Exceptional Student Education

Kent City School District

  _____  

“What he seemed, he was—a wholly human gentleman, the 

essential elements of whose positive character were two and 

only two, simplicity and spirituality.”  

(Douglas Southall Freeman on Robert E. Lee)

 

From: ohiogift-bounces at lists.service.ohio-state.edu [mailto:ohiogift-bounces at lists.service.ohio-state.edu] On Behalf Of Art Snyder
Sent: Tuesday, June 11, 2013 2:12 PM
To: Ohiogift at lists.service.ohio-state.edu
Subject: [Ohiogift] Gifted-ed programs stink

 

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.' " (Sure then can; just ask a 3rd grade teacher or, better yet, a tutor for 3rd graders who can’t sound out the basic Dolch Sight Words without struggling. And, then, ask a 3rd grade teacher about a student who came to 1st grade reading at a 3rd grade level . . . quite a difference.)
"... if your daughter had a learning problem, it is unlikely she ever would have been identified as gifted and talented." (I’ve worked with many 2e students; however, it is true that learning disabilities tend to mask intellectual abilities. That is why an individual IQ test needs to be administered. I’m not a fan of group-normed assessments.)
"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. (How does one quantify potential? Are were using GPAs or ability scores?) 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. (Over-involved, pushy parents are going to be just that, regardless of the child’s gifted abilities.) By all appearances, these kids are high achievers, but they are often not well-founded, especially when it comes to social skills." (Not so! Many gifted individuals are ‘underachievers’ due to the boredom of rote memorization and not being challenged. And, I can attest that the gifted students, with whom I work, have excellent social skills. But, how are we quantifying socialization? By labeling the quite, deep-thinkers as socially inept? Hope not. . .) If I were a betting man, I’d say that Mr. Rosemond doesn’t have any gifted-identified children. I’ve come across parents who had ‘sour grapes’ for this very reason, or they had their children tested, yet they did not qualify. 

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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