The Fordham Institute published a report analyzing several perceived threats to educational opportunities for high-achieving students, contending that these threats come from those who are overly concerned about “equity” and seek to undermine programs designed for these students. It argues for expanding targeted programs, including what it calls “readiness grouping.” However, the report overlooks decades of literature documenting a long history of inequitable grouping and rationing of enrichment. Dismissing research-based concerns about inequality, instead it offers several strawman arguments about why educators and students’ families should not question potentially discriminatory structures. While acknowledging biases based on race, gender, and class, it fails to adequately examine potential solutions. Ultimately, the report offers little useful guidance for creating a public school system that serves all students.

Suggested Citation: Thornton, M. (2025). NEPC review: Think again: Are education programs for high achievers inherently inequitable? Boulder, CO: National Education Policy Center. Retrieved [date] from http://nepc.colorado.edu/review/high-achievers