> and the diversion of funds from teaching the less “advanced” to teaching those kids who aren’t struggling This doesn’t happen. In the US gifted education get

> and the diversion of funds from teaching the less “advanced” to teaching those kids who aren’t struggling This doesn’t happen. In the US gifted education gets at most 1% of all education spending, almost certainly less. Special education gets over 20% of all spending, probably closer to 25%. The average high school has no explicit accommodation for gifted students and a dedicated special ed teacher. > with no evidence that the acceleration actually accomplishes anything in the long term Strong positive effects exist. https://files.eric.ed.gov/fulltext/EJ746290.pdf https://files.eric.ed.gov/fulltext/EJ746290.pdf > Exceptionally Gifted Children: Long-Term Outcomes of Academic Acceleration and Nonacceleration > a 20-year longitudinal study has traced the academic, social, and emotional devel- opment of 60 young australians with iQs of 160 and above. Significant differences have been noted in the young people’s educational status and direction, life satisfac- tion, social relationships, and self-esteem as a function of the degree of academic accel- eration their schools permitted them in childhood and adolescence. the considerable majority of young people who have been radically accelerated, or who accelerated by 2 years, report high degrees of life satisfaction, have taken research degrees at leading universities, have professional careers, and report facilitative social and love relation- ships. Young people of equal abilities who accelerated by only 1 year or who have not been permitted acceleration have tended to enter less academically rigorous college courses, report lower levels of life satisfaction, and in many cases, experience significant difficulties with socialization. Several did not graduate from college or high school. Without exception, these young people possess multiple talents; however, for some, the extent and direction of talent development has been dictated by their schools’ academic priorities or their teachers’ willingness or unwillingness to assist in the development of particular talent areas.