Democracy Dies in Darkness. Recent efforts to reform education through anti-merit programs, seen in the 2010s and early 2020s, have encountered declining popularity and setbacks. Critics argue these initiatives fail to address the core issues within education systems.
Criticisms of gifted education are not new. However, some viewpoints have taken an extreme stance. In New York, writer Katie Arnold-Ratliff recently questioned the validity of student giftedness, suggesting it may be a myth. Her argument fueled the debate over the necessity of gifted programs.
Arnold-Ratliff cites a study showing only 12.3 percent of gifted students attain high levels of achievement by the age of 50. She implies that gifted programs are futile since 88 percent of these students do not achieve fame or significant success such as becoming Fortune 500 executives or award-winning journalists.
This line of reasoning challenges the effectiveness of educational policies focused on merit and exceptional talent. Critics argue that defining success solely by extraordinary achievements doesn’t recognize the varied contributions individuals make to society.
The discussion around gifted education highlights the need for a balanced approach. It underscores the importance of nurturing diverse talents and addressing the broader needs of students within the educational framework.
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