Donna Palmer
Adapted from an article by Donna Palmer, retired educator
The Central Cities Association for Gifted and Talented Children (CCAGTC) believes that historically underserved gifted, talented, and twice-exceptional (2e) students must have equitable access to early college preparation, knowledgeable guidance, rigorous academic opportunities, financial resources, and family support. College readiness should not begin during the senior year of high school. It is a developmental process that can begin in elementary and middle school as families help children recognize their strengths, explore possibilities, and understand the educational pathways available to them.
For historically underserved gifted and 2e students, early preparation is especially important. Many capable students encounter barriers unrelated to their potential, including limited access to advanced courses, underidentification for gifted programs, financial limitations, inadequate college counseling, or learning differences that mask their abilities. A student's opportunity to attend college should not depend on whether their family already understands how to navigate a complicated educational system.
Families should become familiar with college-preparatory requirements while their children are still in middle school. Students should be encouraged to pursue appropriately challenging coursework in mathematics, science, English, social sciences, world languages, technology, and the arts while developing strong study, organizational, time-management, and self-advocacy skills.
However, preparation for gifted and 2e students must extend beyond GPA and course requirements. Some gifted students may need greater academic challenge, while 2e students may require accommodations or specialized support to demonstrate what they know. A student's learning difference should never be mistaken for a lack of intelligence, motivation, or college potential.
Parents and caregivers are essential partners in this process. Families should help students explore important questions: What are my strengths and interests? What do I hope to gain from college? What careers interest me? What type of learning environment will help me succeed? What academic, social-emotional, disability, and financial supports might I need?
Students and families should investigate a broad range of postsecondary options, including community colleges, public and private universities, Historically Black Colleges and Universities (HBCUs), Hispanic-Serving Institutions, and other institutions that may provide environments in which historically underserved students can thrive.
College exploration should include campus and virtual tours, college fairs, admissions presentations, summer programs, career exploration, and conversations with college students and professionals. Families should compare academic programs, graduation rates, costs, scholarships, financial aid, campus culture, housing, student organizations, and academic and disability-support services.
Schools also have a responsibility to ensure that historically underserved students receive meaningful college counseling. Families should be informed about admissions requirements, financial aid, scholarships, application fee waivers, dual-enrollment opportunities, and changing standardized-testing policies.
College opportunity must not be determined by ZIP code, family income, disability, race, ethnicity, or access to insider knowledge. Schools, counselors, community organizations, and families must work together to identify potential early, remove barriers, and provide students with the information and resources necessary to make informed choices.
CCAGTC calls upon families to start early, ask questions, advocate, explore opportunities, and help children envision possibilities beyond what they currently see around them.
Talent exists in every community, and opportunity should too.