Schools Are Turning On the Gifted

Public K–12 systems increasingly prioritize homogenization and standardized progression, which squeezes out rigorous gifted tracks and the institutional supports that make advanced learning possible. The result is not merely ideological influence but a structural decline in public schooling's ability to cultivate high‑ability students. — If correct, this reframes many debates about 'wokeness' or curriculum fights as fights over institutional incentives that determine whether public schools can serve exceptional students, with consequences for inequality, innovation, and civic formation.