Seattle Public Schools is making a bold move: phasing out its Highly Capable Cohort (HCC) gifted and talented program by the 2027-2028 school year. The district cites racial disparities in student demographics as the primary reason for this significant change, arguing that a neighborhood-based model will promote greater equity and accessibility.
Instead of specialized schools for gifted students, the new plan aims to integrate advanced learning opportunities within existing neighborhood schools. This shift promises broader access to enriched curriculum and resources for all students. However, this ambitious initiative is facing considerable pushback.
Critics raise serious concerns about the plan’s feasibility and funding. They argue that eliminating specialized programs may inadvertently harm advanced learners, particularly those from low-income backgrounds who may lack the resources to thrive in a less structured environment. The lack of dedicated funding and specialized support for teachers raises questions about how the district plans to maintain the quality of instruction for gifted students.
This decision follows a district-wide push for universal testing, a move intended to identify gifted students regardless of their socioeconomic background or school location. While the goal of universal access is commendable, the question remains: Can the new model truly deliver equitable advanced learning opportunities for all students, or will it inadvertently compromise the educational needs of high-achieving children?
