NYC Gifted and Talented Programs Face Uncertain Future Amid Mayoral Candidate's Proposal

New York City's Gifted and Talented (GT) programs are once again at the center of a contentious debate following recent statements from mayoral front-runner Zohran Mamdani, who has proposed phasing out the program for early grades. This development reignites discussions surrounding the 2021 elimination of the objective K-entry admissions test and the subsequent changes to student identification.

The original objective admissions test for kindergarten GT programs was eliminated in October 2021 under former Mayor Bill de Blasio and then-Chancellor Richard Carranza. This move aimed to address long-standing equity concerns, with plans to replace the selective program with a "Brilliant NYC" model offering accelerated learning to all students.

Responding to the latest political discourse, Yiatin Chu, co-founder of New York City Asians for Equality (NYCAFE) and Parent Leaders for Accelerated Curriculum and Education (PLACE NYC), voiced strong criticism. > "Without the objective test which ended in 2021, it’s a lottery of who raised their hand," Chu stated in a recent tweet. She further expressed concern, referencing Mamdani's proposal, that "With Mamdani ending K entry, fewer students will bother to enter in the 3rd grade. GT is dying a slow death."

Following de Blasio's tenure, Mayor Eric Adams and Chancellor David Banks introduced a revised approach in April 2022, opting to restore kindergarten GT classes. Their system replaced the single test with a "multiple measures" approach for identification, incorporating teacher recommendations, report card grades, and student work review.

Mamdani's recent proposal to phase out the GT program for early grades, echoing de Blasio's 2021 plan, has drawn sharp reactions from advocates like Chu. Critics argue that moving away from objective criteria and potentially eliminating early entry points could diminish the program's effectiveness and accessibility, particularly for families seeking clear pathways for academically advanced children. The ongoing debate highlights the persistent tension between equity goals and the desire for specialized academic opportunities within the city's education system.