Ending racial inequality in gifted education
Starting in second grade, I took a school bus from my middle-class neighborhood to downtown Louisville, Ky., where my grade school was surrounded by public housing projects, as part of an effort to desegregate schools. The year I started there, I was identified as “gifted” and put in a separate, accelerated class where my classmates were mostly other white boys and girls from the suburbs. In 1975, the school system in Louisville had launched the district-wide “Advance Program,” which offered an enriched curriculum, just as the desegregation plan went into effect. All Louisville schools were required to have a mix of black and white students so that the number of black students never fell below or rose above a certain cutoff. (It varied over the years, but the range was around 20 percent to 40 percent.) In the Advance program, however, the rules didn’t apply because classroom assignments within schools were exempt. The percentage of black students in the gifted program was 11 percent. I had the choice to leave the school in fourth grade, as did my suburban peers, but most of us stayed on at our inner city school because our parents liked the program so much. From second
