Helping Disadvantaged and Spatially Talented Students Fulfill Their Potential

Abstract

For at least the last half-century, we have underserved advanced learners, losing countless minds and corresponding innovations. The scientific evidence is clear on educational interventions that are most effective and relatively easy to implement for this population. Despite this, such educational opportunities are not readily available to all students. Whereas financially advantaged students can access opportunities outside of school that develop their talents, financially disadvantaged students cannot, and their talents largely go underdeveloped. Another underserved population is spatially talented learners, who can reason by using well-structured visual images. They are often underidentified and neglected in standardized tests and school systems that emphasize verbal and mathematical skills. Although all advanced learners deserve to have their talents developed to the fullest, a policy focus on the financially disadvantaged and spatially talented would be an actionable and effective strategy to quickly level the playing field. Because spatial reasoning is less correlated with socioeconomic status than are math and verbal reasoning in the population, identifying spatial talent will also identify more students from low-income and disadvantaged backgrounds. A policy focus on helping and challenging such disadvantaged students would contribute to fulfilling their talent and increasing their well-being; it also would increase demographic and intellectual diversity among the ranks of the highest achievers and benefit society. The current K-12 federal educational allocation to advanced learners is currently near zero. Research suggests a small early investment in advanced learners would pay off in intellectual and technological innovations, as well as GDP.