Rethinking What Gifted Education Means, and Whom It Should Serve
It was a searing summer day before the start of the school year, but Julianni and Giselle Wyche, 10-year-old twins, were in a classroom, engineering mini rockets, writing in journals and learning words like “fluctuate” and “cognizant.”
The sisters were among 1,000 children chosen for an enrichment course intended in part to prepare them for accelerated and gifted programs in Montgomery County, Md. All of the students were from schools that serve large numbers of low-income families.
“It’s one of my favorite parts of summer,” Julianni said.
The program is one element in a suite of sweeping changes meant to address a decades-old problem in these Washington suburbs, and one that is troubling educators across the nation: the underrepresentation of black, Hispanic and low-income children in selective academic settings.
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