Middle School GATE Anxiety
Parent Misconceptions about Student Success and Achievement
Real middle school success is dependent more on family, peers, and teacher relationships than on the number of GATE classes your child attends in middle school.
GATE classes equal success for my child in middle school.
Maybe not.
G.A.T.E. (Gifted and Talented Education) classes and instruction vary from state to state, across districts and among school sites. The California state requirements paint a broad picture of what schools should provide; however, what students receive and what parents often want doesn’t necessarily equate to “success” for children today.
How do you know if your child would benefit from GATE classes?
Misconceptions About GATE Classes
- “If my child isn’t in GATE, she won’t get into the advanced classes in high school.” Although many students in middle school GATE classes do take advanced (honor and A.P.) classes in high school parents and students have the right to request and be placed in these classes regardless of their middle school academic course schedule.
- “GATE classes will create a positive peer group for my child.” Unfortunately, the level of rigor in many classes overwhelms children who are not truly gifted, resulting in anxiety, depression and a negative sense of self.
- “The alternatives to GATE classes are remedial.” Many middle schools now offer classes at a variety of different levels in response to the needs of their students. Students need instruction that offers a healthy balance of challenge and achievement.
Characteristics of Middle School GATE Instruction
- Depth and complexity of course information. Beyond learning the basic content students are encouraged to deepen their knowledge of core concepts and explore more complex questions related to the curriculum.
- Opportunities for self-exploration. Teachers present the core curriculum and allow students to engage at points that spark curiosity and interest.
- Rigorous pace of course instruction. GATE classes may cover the course curriculum at a faster pace, sometimes resulting in hours of nightly homework, more frequent testing and comprehensive projects.
- Perceived rise in expectation to perform academically. Perception: “GATE students are smarter and thus should learn ideas quickly, work at a faster pace and consistently achieve at a high level.”
Although the variance among classes and instructors is significant, the first three characteristics above typify the majority of GATE experiences during the middle school years. The fourth descriptor above is the perception shared by a growing number of students who have been placed in gifted classes and subsequently become overwhelmed by the three previous characteristics. The experiences presented in gifted classrooms are meant for students who are challenged by advanced topics, in-depth learning experiences and an accelerated pace of instruction.
Take two minutes and think about your child. Does his/her personality and ability match the characteristics listed above? Maybe your daughter’s passion for math or your son’s love of reading and writing seems limitless. Giftedness in one area doesn’t necessarily transfer to all academic areas. Consider where your child’s abilities and passion for learning might benefit from more challenging coursework.
If you feel your child’s classes are not providing a balance of challenge and achievement consider the process for transferring classes in middle school.
Storming into the principal’s office to demand a placement in one or more gifted classes creates immediate distance between a parent and the school. Parents who make demands are pegged as “problems”. Parents who seek to build relationships with teachers and administrators are welcomed additions to the school community.
Real middle school success results from strong supportive relationships at school, in the home and within a child’s peer group, all of which can be achieved in the absence of GATE.
Read articles on talking with teachers and how to support your child’s success in middle school for additional information.
