Several school districts across the United States are eliminating gifted and talented programs, replacing ability-based grouping with mixed-ability classrooms in an effort to promote educational equity. This shift, critics argue, may unintentionally hinder the progress of high-achieving students, particularly in economically disadvantaged areas.

The move away from tracking—placing students in different classrooms or activities according to ability—stems from longstanding concerns about the racial and socioeconomic segregation such practices can create. In 1985, education theorist Jeannie Oakes highlighted these issues in her book “Keeping Track,” which questioned how ability grouping might reinforce inequalities. Since then, many schools have adopted “differentiated instruction,” a strategy where teachers adapt lessons to accommodate varying skill levels within the same classroom.

Supporters of gifted program elimination argue that traditional tracking can disproportionately favor students from wealthier or more privileged backgrounds, who may have access to additional resources like tutoring. Former New York City Mayor Bill de Blasio, for example, discontinued the city’s gifted test, suggesting that teacher and administrator recommendations would better identify students for advanced learning opportunities. Activists maintained that testing excluded low-income students.

However, some education experts challenge this perspective, citing research that questions the potential biases in subjective recommendations. Michael Petrilli, an education researcher, contends that standardized tests are less biased than teacher-based nominations. He points to a study by the National Bureau of Economic Research, which found that universal screening through testing increased the representation of economically disadvantaged and minority students in gifted programs.

Petrilli emphasizes that the debate is not solely about race but also involves class, family structure, and culture. He notes that many students from low-income households, including some Asian American students who have historically faced poverty but perform well academically, benefit significantly from gifted programs. He warns that eliminating these programs in the poorest neighborhoods can deprive academically gifted children of necessary challenges and enrichment.

Discussions are ongoing about when ability grouping should begin. New York City’s current mayor, Zohran Mamdani, proposes suspending gifted classes until third grade. Petrilli supports this approach to an extent but stresses the importance of providing appropriate learning opportunities for highly advanced younger students to prevent boredom and disengagement.

Attempts to engage advocates of anti-tracking policies for comment have been unsuccessful, as many declined interview requests. The debate reflects broader tensions in education policy between promoting equity and addressing the diverse needs of students across different backgrounds and abilities.