I think these are good points, but I don't buy that these are true of a majority of gifted programs. Enough of my friends were also gifted (or we became friends because we were in the same problem) that I didn't feel the separation you describe. In fact, it was a relief to get out of classroom settings where peers valued social performance over intellectual performance. Gifted gave us a space where I could be comfortably awkward.
I also had experiences with mixed skill level classrooms and frequently found myself paired with students who didn't want support -- either from myself, other students, or the teacher. They didn't want to be in a classroom of any kind. I can imagine environments where this does work, but it freaks me out a little bit that you say you're certain this works.
As an additional anecdote, my son loves his gifted classes. But similar to myself, that's where his friends are.
I wonder if we'd both agree that kids' social environment is more important than the structure of any particular learning program?
> If people can get away with it, they will do it.
This isn't true of everyone, but assuming it is increases the likelihood that it will become so. Because if everyone is trying to get away with it, why shouldn't I? That sort of breakdown in trust is high up on my list of worrying societal failure modes.
I also had experiences with mixed skill level classrooms and frequently found myself paired with students who didn't want support -- either from myself, other students, or the teacher. They didn't want to be in a classroom of any kind. I can imagine environments where this does work, but it freaks me out a little bit that you say you're certain this works.
As an additional anecdote, my son loves his gifted classes. But similar to myself, that's where his friends are.
I wonder if we'd both agree that kids' social environment is more important than the structure of any particular learning program?