The article, “New York to Expand Offerings as Disparities Remain”, by Elizabeth A. Harris points out that the Education Department recently noted that the number of students who scored high enough too qualify for New York’s gifted and talented program rose. However, the neighborhoods in which these children reside in, fall into a familiar pattern. In the wealthy districts, many children scored well above average on tests in comparison to the the poorer districts.
“In an effort to make the programs available to more students, the department also announced that new gifted and talented programs would open the next school year in four districts that do not currently have them, beginning at the third-grade level.” Unless we provide the services in the areas that are lacking, we are being negligent in our duties as educators. How can we fairly test two children from totally different backgrounds on the same experiences if they have not had the same background? Children with households with higher incomes clearly have an advantage in comparison to less privileged children. The children from wealthier backgrounds are able to afford tutors and any additional help they can get. Therefore, it is mandatory for us to begin to supplement the districts that do not have access to these gifted and talented programs.