of low self-worth and low self-esteem, particularly between third and eighth grade, when their bodies are changing and puberty is setting in. Additionally, there is no explanation to the non-GT students that the real purpose of the program is to meet the "special needs" that the GT students have. Instead, it appears as though the GT children are getting something extra, something more, than everyone else.

If it is absolutely necessary to give GT children a more rigorous curriculum and different experiences than non-GT children, then why not hold them after school for a special program then?

I have always wondered how children got into the Gifted and Talented program at my elementary school. When I was in elementary school, all I knew was that if you were Gifted and Talented (GT), you got to (a) go on special field trips, (b) leave the classroom for a few hours a day to read or play or participate in some cool experiment, and (c) be publicly recognized as head and shoulders above the rest. I had straight A’s, was considered very, very bright by all of my teachers, but simply was not "gifted and talented" enough to be truly considered GT.

Gifted and Talented Education (GT) is a federally-funded educational initiative with the intention of serving the "special education needs" of gifted children. At most schools, students are selected to participate in GT by a faculty board or by their teachers. Students usually cannot directly apply to be in the program, nor can parents pay a certain fee for entrance of their children into the program. The selection of students is based on the teacher's observation of aptitude and creativity.

In theory and on the surface, the program seems worthwhile. My concern is that the use of programs such as GT may have harmful side effects that are experienced by those not selected. The presence and application of the program may create a separation among students that is difficult to mend, as well as an unwarranted feeling of elitism among the selected students.

Wheat vs. Chaff: The Potential Harmful Side Effects of Physically Separating Students

In some GT programs, students are actually gathered up and taken out of the classroom for part of the day to participate in activities and events. The remaining students, those not deemed gifted and talented, stay behind to continue learning the normal curriculum.

As a society, we should consider, what picture does this paint to the "Remnant", or those left behind? Children tend to look at things only from their own point of view. That means that those left behind are likely to feel that (a) they are simply not good enough to learn what the GT children are learning, or (b) the curriculum that they are subject to is simply too easy for the GT children. While either of these things (or both) may be true, is that the message we really want to send to children? Why give them an inferiority complex at such an early age? Children are already highly subject to feelings of low self-worth and low self-esteem, particularly between third and eighth grade, when their bodies are changing and puberty is setting in. Additionally, there is no explanation to the non-GT students that the real purpose of the program is to meet the "special needs" that the GT students have. Instead, it appears as though the GT children are getting something extra, something more, than everyone else.

If it is absolutely necessary to give GT children a more rigorous curriculum and different experiences than non-GT children, then why not hold them after school for a special program then?

ederally-funded educational initiative with the intention of serving the "special education needs" of gifted children. At most schools, students are selected to participate in GT by a faculty board or by their teachers. Students usually cannot directly apply to be in the program, nor can parents pay a certain fee for entrance of their children into the program. The selection of students is based on the teacher's observation of aptitude and creativity.

In theory and on the surface, the program seems worthwhile. My concern is that the use of programs such as GT may have harmful side effects that are experienced by those not selected. The presence and application of the program may create a separation among students that is difficult to mend, as well as an unwarranted feeling of elitism among the selected students.

Wheat vs. Chaff: The Potential Harmful Side Effects of Physically Separating Students

In some GT programs, students are actually gathered up and taken out of the classroom for part of the day to participate in activities and events. The remaining students, those not deemed gifted and talented, stay behind to continue learning the normal curriculum.

As a society, we should consider, what picture does this paint to the "Remnant", or those left behind? Children tend to look at things only from their own point of view. That means that those left behind are likely to feel that (a) they are simply not good enough to learn what the GT children are learning, or (b) the curriculum that they are subject to is simply too easy for the GT children. While either of these things (or both) may be true, is that the message we really want to send to children? Why give them an inferiority complex at such an early age? Children are already highly subject to feelings of low self-worth and low self-esteem, particularly between third and eighth grade, when their bodies are changing and puberty is setting in. Additionally, there is no explanation to the non-GT students that the real purpose of the program is to meet the "special needs" that the GT students have. Instead, it appears as though the GT children are getting something extra, something more, than everyone else.

If it is absolutely necessary to give GT children a more rigorous curriculum and different experiences than non-GT children, then why not hold them after school for a special program then?

t are experienced by those not selected. The presence and application of the program may create a separation among students that is difficult to mend, as well as an unwarranted feeling of elitism among the selected students.

Wheat vs. Chaff: The Potential Harmful Side Effects of Physically Separating Students

In some GT programs, students are actually gathered up and taken out of the classroom for part of the day to participate in activities and events. The remaining students, those not deemed gifted and talented, stay behind to continue learning the normal curriculum.

As a society, we should consider, what picture does this paint to the "Remnant", or those left behind? Children tend to look at things only from their own point of view. That means that those left behind are likely to feel that (a) they are simply not good enough to learn what the GT children are learning, or (b) the curriculum that they are subject to is simply too easy for the GT children. While either of these things (or both) may be true, is that the message we really want to send to children? Why give them an inferiority complex at such an early age? Children are already highly subject to feelings of low self-worth and low self-esteem, particularly between third and eighth grade, when their bodies are changing and puberty is setting in. Additionally, there is no explanation to the non-GT students that the real purpose of the program is to meet the "special needs" that the GT students have. Instead, it appears as though the GT children are getting something extra, something more, than everyone else.

If it is absolutely necessary to give GT children a more rigorous curriculum and different experiences than non-GT children, then why not hold them after school for a special program then?

society, we should consider, what picture does this paint to the "Remnant", or those left behind? Children tend to look at things only from their own point of view. That means that those left behind are likely to feel that (a) they are simply not good enough to learn what the GT children are learning, or (b) the curriculum that they are subject to is simply too easy for the GT children. While either of these things (or both) may be true, is that the message we really want to send to children? Why give them an inferiority complex at such an early age? Children are already highly subject to feelings of low self-worth and low self-esteem, particularly between third and eighth grade, when their bodies are changing and puberty is setting in. Additionally, there is no explanation to the non-GT students that the real purpose of the program is to meet the "special needs" that the GT students have. Instead, it appears as though the GT children are getting something extra, something more, than everyone else.

If it is absolutely necessary to give GT children a more rigorous curriculum and different experiences than non-GT children, then why not hold them after school for a special program then?

of low self-worth and low self-esteem, particularly between third and eighth grade, when their bodies are changing and puberty is setting in. Additionally, there is no explanation to the non-GT students that the real purpose of the program is to meet the "special needs" that the GT students have. Instead, it appears as though the GT children are getting something extra, something more, than everyone else.

If it is absolutely necessary to give GT children a more rigorous curriculum and different experiences than non-GT children, then why not hold them after school for a special program then? Or, have them come in early, or even on the weekend? There is no need to actually disrupt class to remove the "gifted" students and continually remind the others that they are NOT gifted.

The point of all this is not that we shouldn’t have GT educational programs just because other children may feel bad. It’s that we should carefully consider the execution of these programs, because there may be unwanted side effects. Additionally, we should consider whether or not these programs are really even necessary, or whether they are merely a way for the legislative body to say it is doing something to improve education. Really, it is not. Instead, it is leaving the education for the average student the same, and merely making it a bit more rigorous, or perhaps just more fun, for a “select” group of students considered gifted by their teachers.