I thought the passages below were key. Instead of the constant "Tall Poppy Syndrome" that many education "reformers" engage in, would be better to improve these programs for a wider array of students:
> If advocates of equity are bothered by anything with “gifted and talented programs,” it should be their names. The program’s names might insinuate not every child has gifts; instead, they should be rebranded as “accelerated learning programs” or another name that avoids implying that only certain children are gifted. In addition, equity-minded education reformers could also identify problems within the gifted programs instead of canceling them altogether.
> For example, gifted programs notoriously have a problem identifying the students who are fit for their programs, usually resulting in racial disparities. Reformers could advocate for solutions that better identify which children who are advanced by changing current admittance approaches, considering that students are admitted mainly based on standardized testing performance.
> If advocates of equity are bothered by anything with “gifted and talented programs,” it should be their names. The program’s names might insinuate not every child has gifts; instead, they should be rebranded as “accelerated learning programs” or another name that avoids implying that only certain children are gifted. In addition, equity-minded education reformers could also identify problems within the gifted programs instead of canceling them altogether.
> For example, gifted programs notoriously have a problem identifying the students who are fit for their programs, usually resulting in racial disparities. Reformers could advocate for solutions that better identify which children who are advanced by changing current admittance approaches, considering that students are admitted mainly based on standardized testing performance.