The G Word: Tension in the Terminology
Addressing the needs of highly able learners has long been a source of political tension in schools. The field of gifted education has suffered the slings and arrows of competing educational priorities: an unresolved tension between the notions of equity and equal; a resolutely egalitarian society; the rise of anti-intellectualism; confusing and misunderstood terminology, and uncomfortable associations with the Matthew effect – the idea that further advantage is given to those who are already advantaged.
Ability Grouping ≠ Tracking
Fear of returning to the oft-criticized academic tracking of students has led progressive educators to be hesitant to group highly able/gifted students by ability. However, recent research supports the effectiveness of ability grouping for the highest performers and, concomitantly, the detriments of the exclusive use of heterogeneous grouping.