[...] school systems are making the decision to contract or eliminate their gifted education and advanced academic offerings. On the surface, this seems logical

[...] school systems are making the decision to contract or eliminate their gifted education and advanced academic offerings. On the surface, this seems logical. If I’m leading a system in which the population of eighth graders taking Algebra I has a disproportionate number of white and Asian students, then eliminating Algebra I as an offering for eighth graders looks like an obvious pathway to equity. This doesn't seem logical at all. It sounds like sweeping under the rug. I'm assuming that what is obvious here is that these programs reproduce inequity, and are not a cause of it. [...] As these scholars argue shutting down gifted programs only deepens the inequities for brilliant, underrepresented students of color and adds another barrier to unlocking their genius. Does one really need scholars for this?