A Nation Deceived: Comments on the Report

I just read this report and think it is fantastic. I went through the gifted program in Pennsylvania and benefited tremendously. Now that we live in New York and my child has been identified as gifted… More…
I am perplexed as to why they would allow my son to remain bored in school just because of fear of positive outcomes associated with acceleration. I have begun to attempt to speak to the principal about having him grade-skipped, but as of yet, I have been ignored. If we need to take this to higher levels then we will. I will fight for my child to get the education he needs. But the issues go deeper than just the needs of my child. There are countless other children with amazing intellectual potential who are not being stimulated enough. Then we wonder why adults cannot perform to high standards. If the ante is raised, the minds of the people will raise to meet it. If the standards are low, then it's not possible for people to meet higher standards and inherently "know" information if they are not taught it. What if we make school for everyone more challenging? Sure, some kids will excel, and some kids will not. Big deal? At least everyone is reaching their own inner potential. But if everyone is required to only reach a low standard, then the higher ones will be deprived. Just like it is not fair to withhold remedial education from those who need it, it is not fair to withhold higher education from gifted students.
Parent in Plattsburgh, NY
I have not read A Nation Deceived in its entirety but have much to support the theory of gifted children being "held back" and whole-heartedly beg for outreach. I am a parent of three school aged children… More...
ages 15, 11 and 9. My 15 year old was tested for a learning disability at age 7, looking to be labeled by the school as ADHD, however the tests shocked them. After several tests (exhaustingly boring to him), they discovered he not only DID NOT have a learning disablility, but was HIGHLY intelligent. To use these test results effectively would have meant admitting their ignorance, so he was not advanced, using the excuse he could not focus long enough to participate in enrichment. This was a double edged sword, because as long as he remained bored in the classroom, he was not attentive. Additionally, he began on his own to attempt writing his name in cursive and was told, in bold green writing, on the paper, from his 2nd grade teacher, "You are not ready for cursive". I still hold the paper almost 8yrs after meeting with Administration. As my first child, I was also ignorant and placed too much faith in "the system" in knowing what was right for him. Today, he functions at an average level, with consistent notes from teachers that his potential is much greater than his performance and he dislikes school.
My 11 year old was, thank heavens, recognized in Kindergarten for being bright. By luck and fate, her school had an enrichment program and she happened to have a teacher who supported use of the program. At one point she was taking; grade level Reading, Math and Language Arts enrichment, as well as an advanced grade level Language Arts Enrichment Course. The only benefit of my experience with my oldest son, was that it educated me enough to advocate better for my daughter. She has since been accelerated an entire grade (with much opposition to her age and social/emotional concerns)and currently is in 7th grade with an enhanced Math course to prepare her for Algebra next year. Last year she took a SCAT test for John Hopkins CTY eligibility and scored higher than most 9th graders taking the same test. Her grades are still consistently above a 95 in all courses and we were denied a school administered psychological evaluation to test her actual intellectual ability level because she is ahead of the curve and that resource is only provided for students with disabilities. In order to find out what level of schooling she would actual thrive and be challenged at, we must pay $1000-$1500 for a private evaluation. We intend to visit Mary Baldwin College in the spring in hopes of her attending the PEG program after her 8th grade year. We don't know yet how we will afford the cost, but see no other way to prevent her from being lost in the system.
My 9 year old is somewhere between the two. He also needs to be tested, performs average with teachers noting they see his potential as much higher, but he is also bored in school and they again, will not test him as he is not falling behind. Please, if you are a parent reading the comments on this page, speak out as much as you can, do not be discouraged by nay-sayers. It is the only way to change the system.
Karie Bumford, Parent
Malta, NY
Years ago my 4 year old was identified as gifted via an IQ test. I applied for the school program, I never even got a reply! When I called them I was told they could not find the application… More...
and then later said "not accepted"…no reason given. Over the years this has hindered my child’s education and future. I knew that one family had several children in that program and bought a house just to be near that school.
I was never even offered other programs or any academic advice. The school system in this country is a national disgrace.
Parent
New York City, NY
I have just come across this website. I have not read the report yet, but I will! My daughter is currently in the 6th grade with one 7th grade class. My daughter has been accelerated 2 times...More…
one whole grade skip and another grade skip in one subject. I would like for them to skip her ahead more, she is bored and she does not fit in with the other children. She should be given the choice of what classes she would like to take. If she were in the 5th grade (at public), 4th grade (at her private), can you imagine how terrible that would be for her. It's time to think about the children that have ability and stop the worry about hurting the feelings of others. The children on the other end of the spectrum are very well taken care of. It's time to take care of the other extreme.
Sandy
Bakersfield, CA
Parent
Hmmm, it appears that only positive comments are posted. Seriously, this is a major flaw in volume 1 of your book (I have not yet read volume 2). The tone of the book is too positive, too one-sided. More...
It feels more like a propaganda piece than an unbiased review of the facts. It lacks a healthy scientific skepticism. In several places, it even abuses the research findings. On page 32, for instance, it states "AP kids get ambitious". This is a clear mixup of correlation versus causality. What was measured was simply a correlation of AP students with advanced degree seekers, with no causality implied. It would be more accurate to say, "Students who have taken AP classes are more likely to seek higher degrees." And even more accurately, "Students seeking higher degrees are likely to have taken AP classes." More telling, from a social policy point of view, increasing the number of AP students will not necessarily increase the number of people with advanced degrees.
In any case, it is much more likely, I submit, that the students taking AP classes are already ambitious.
Such errors, along with other linguistic twists, serve only to increase distrust in the research, which needs every ounce of credibility it can get. And personally, as a strong supporter of AP classes and gifted education in general, it leaves a bad taste in the mouth.
P.S. What's up with the "Writing Consultant" listed in the credits at the back of the book? I'm tempted to believe that none of the three principals listed as authors actually wrote any of the text.
Russell Thompson
Boulder, CO
Parent
I would argue that the publication and distribution of "A Nation Deceived" is the most meaningful effort ever undertaken on behalf of gifted children - period. I know that it had a dramatic impact on our decision to seek... More...
multiple subject and later, whole grade acceleration for our child. After being told that "grade skipping" simply wasn't done in our school district and that a child would have to "test in the genius level" before acceleration would even be considered - we switched to another elementary school in our district and insisted on standardized testing to complete the ability and achievement profile of our student. Using "A Nation Deceived" as our guidebook we were able to successfully negotiate the complicated hierarchy of our school district and better understand the results of the out-of-grade level testing that was done. After multiple subject accelerations, a whole grade acceleration and now an independent study with a faster-paced math curriculum, I feel our student is more evenly matched to his learning environment. Today I often direct parents (who are discouraged with the enrichment-only model our schools seem to focus on) to your publication and reference it often in advocacy work I do on behalf of gifted children in our State. I hope you will always make this publication readily available and encourage in any way possible its distribution to colleges of education and to teachers and building principals everywhere. It is a valuable resource and I recommend it highly to anyone interested in education options for high ability learners.
Jeanne B.
Cincinnati, OH
Parent
Faster is not necessarily better - education is meaningful when it offers depth and breadth within a differentiated curriculum designed to address the needs of the individual learner. More…
Alternative schools are filled with students who have been pushed to excel on standardized tests, district standards and proficiencies. After teaching 34 years, 17 as a G&T resource teacher K-12, I've discovered all students learn in their own time, at their own pace and in their own style. It's really about learning style and motivation. I've worked with some brilliant, creative kids who do not buy into a system that pushes them to excel based on others expectations. Yet we are basing the failure of the system to meet the needs of our gifted students on standardized test data and grade level proficiencies. It seems we are criticizing the very data collection methods that keep gifted ed programs afloat.
Jim Jacobmeyer
Cedar Rapids, IA
Professor

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