Many of us as products of American education have heard of or been influenced by “gifted programs” embedded in America’s k-12 curriculum. While these programs have existed since the late 20th century, they have evolved from simple IQ tests to more advanced tests on creativity, mathematics, reading, writing, etc. However, many people are beginning to and have already questioned the accuracy of these gifted programs. It seems more and more that gifted programs lie along lines of race and social-economic status; students with private tutoring get in, those who don’t, don’t get in. Thus, the apparent “training” of gifted students begs the question: Is giftedness a natural phenomenon or is it nurtured?
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