Criticisms surrounding the experiments in anti-merit education during the 2010s and early 2020s have grown considerably in recent times. Published by the Manhattan Institute, the City Journal focuses on urban policy.
These criticisms are not new; they have intensified and become increasingly irrational. For instance, a New York writer, Katie Arnold-Ratliff, recently questioned the validity of student giftedness as a concept. Her argument posited that gifted programs were ineffective due to a study indicating that only 12.3 percent of gifted students achieved high levels of success, such as becoming Fortune 500 executives or award-winning journalists, by the age of 50. As a result, she argued that 88 percent of gifted students never attained such extraordinary success.
This viewpoint represents a broader trend where merit-based educational systems are under scrutiny and facing challenges. The argument hinges on the interpretation of success and how it is correlated with gifted education programs.
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