Not the same thing. Orthogonal, in point of fact. You can have both gifted and non-gifted who work hard or do not work hard.
Some people are just born stronger, or with more energy, or with more social skill. Some people are just quicker about patterns and facts. And some people are unflagging about whatever they put their mind to.
Yeah, I actually agree with you. But as I said elsewhere, the difference between a 9th grader studying calc and a 9th grader studying geometry/algebra is NOT innate intelligence. We're not asking these kids to derive new string theories that unify quantum mechancis and general relativity. They're being asked to learn information and apply it. Anyone -- even someone of below average intelligence -- can accomplish this with effort.
The idea that a program should only be for those with 'innate' intelligence is silly. In fact, the name of the program is why it's controversial and being targeted by these groups. Instead, the group should be renamed to indicate that it's for anyone that wants to achieve.
For example, 'high achievers' or something. Anyone is capable of doing these classes. This is not some advanced theoretical physics / mathematics course.
That's not what's happening in NYC, but, it sounds like a good idea.
While we're fantasizing about alternatives, I think we should stop having traditional classes altogether, and have them be ongoing modules. In traditional classes, they last 2 or 3 months, the teacher has a specific tempo of imparting information, and everyone is expected to absorb it at the same rate. But that's not true. People absorb the information differently. Kids who are slower in the topic don't have time to get it, and kids who are quicker in the topic have to wait around until the class ends for everyone. Or maybe some kids struggle, then suddenly "get it", but because they struggled at first, their grade suffers.
Let's decouple "demonstrate mastery" from "specific amount of time". Have an ongoing module. The teacher is there to help you understand a specific, limited topic. If you're quick on the uptake for that topic and can "demonstrate mastery" in two months, or a day, whatever, let's move you on to the next topic post haste. If you struggle with it, hang around until it clicks, no shame. If your life is going to shit for some reason and you need a break, no big deal, take a break, and come back when you're ready. It does not have to affect your grade because there is no conveyor belt along which all kids must move together, come hell or high-water.
That way the smart kids - hard-working, innately intelligent, prodigy, privileged, whatever explanation you prefer - can speed along as quick as they please. The kids who struggle can get the extra time they need to master the topic.
After they demonstrate mastery of the core program - those basics that all civilized people are expected to know - the kids can leave, no matter how early they got through it. Maybe they can apply to college, or get a job if they're old enough. Or maybe the school offers more advanced courses like multivariate calculus or novel-writing or whatever.
Not the same thing. Orthogonal, in point of fact. You can have both gifted and non-gifted who work hard or do not work hard.
Some people are just born stronger, or with more energy, or with more social skill. Some people are just quicker about patterns and facts. And some people are unflagging about whatever they put their mind to.