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> I don't think four year olds demonstrating the ability to read several levels above their grade level is 1.) rare and 2.) a talent you can realistically tease out from over-parenting at that age.

Sure, but shouldn't those kids be in an environment where they can practice reading instead of being painstakingly re-taught the alphabet? As you said, it's not all rare.

I was one of those kids, and I was extremely disruptive in class because I couldn't bear to be made to sit and trace the letter "A" for 45 minutes when I was already reading novels at home. When they stuck me in a different class, things got much better for me, and it's not like doing that cost the school board any extra money.

But how does pulling a GT program help with equality? Putting bored kids in a classroom with kids who are far behind them developmentally drags everyone down. Don't the GT kids deserve to learn, too?

> NYC for example has fewer than 5 percent of Black and Latino kindergartners in G&T programs, but higher enrollment for Black and Latino students in third grade

Why does it happen?