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I think it is the same here. “Gifted” programs are in the elementary schools. I have mixed feelings about this. On one hand, I get frustrated with the one-size-fits-all education the establishment pushes. I think kids should be educated to the extent they are willing to learn, which means separating the goof-offs from those who want to learn, the slow learners from the fast learners. When I was going through elementary school, I can recall a lot of classes where kids were placed in three groups and taught accordingly. It was somewhat fluid, changing from subject to subject, and most kids were in the top level in at least one subject and the middle or bottom level in others. Today computers could do so much more in teaching if teachers would let go of the notion that all kids learn in group or face-to-face oral presentations. There were many times I could have used more time on some subject and a lot less time on other subjects and I think most kids are that way. We can absorb brilliantly in some areas and are a lot slower in others.

I think the title “gifted” is overblown and certainly a source of competition among the parents, mostly. To the extent it is arbitrary, it can be a source of self-limitation to kids. And to the extent it is not arbitrary, it usually reflects a narrow band of competence that educators consider important: ability to participate in class, ability to sit still for long periods of time, ability to perform in front of others, ability to express thought cogently, ability to work well with others, ability to do multiple-choice exams, ability to, generally, think like the teacher. That is not the true measure of genius as any examination of real geniuses shows many to have been labeled retarded or at least below average. It is just the true mark of someone able to ace school.

Many of the kids whose parents most sought for the label here are talented and intelligent in some ways but total dweebs in another. One family in particular has kids in the programs who are supposedly functional autistics, that is, brilliant in their particular academic endeavor and an absolute basket case socially. Expect the little darlings to be flexible or treated like others in any way and you see a hissy fit of major proportions, and the kids’ fits are even worse.

There are better ways of identifying a child’s talents and strengths than relying on educators for that judgment.

It was 'gifted' in the elementary grades, but the weeding out process was generally the same. Class structure was probably 1-2 grades higher in skills needed, and a lot of kids couldn't do it.

What we saw watching as our youngest progressed was that her learning to read at a very young age(4) prepared her for the study skills she would need later.

Her questions for me are never simple, and usually complex enough for a good philisophical discussions depending on the class.

Math is her banner class. Once she understands the concept, application is a breeze. Right now she is doing 'Honors' physics without the Trig background and very successfully.