Summary
The article examines criticisms of New York City’s gifted and talented programs in public schools. It references a New York Magazine cover story and presents a differing view from Matthew Yglesias’ Slow Boring. The author contends that the headline claim about the program’s core issues is incorrect.
Key Points
- NYC gifted programs criticized for structure and equity concerns
- Opinion piece challenges mainstream critique of selective education
- Focus on public school policies affecting advanced learners
Implications for Educational Freedom
No direct implications.
