Holding on, and helping academic achievement

A frank assessment of Seattle Public Schools' program for top students offers tough medicine, but swallowing it is necessary.

The Accelerated Progress Program, according to three University of Virginia consultants, rests atop an outdated philosophy, hobbled by inconsistent quality in curriculum and teacher training, and is diminished by an absence of racial and socioeconomic diversity. None of this should come as a surprise.

Staff development for APP and the district's other programs for high achievers has been lacking. More time for curriculum and teacher development is critical.

A dose of clarity around policy and admissions procedures is also warranted. Students vying for gifted education are forced to navigate odds that would confound a Las Vegas bookie.

Passing a test is the primary — albeit not the only — way to enroll in APP and another gifted program, Spectrum. Recommendations worth a look include using student profiles that go beyond test scores and grades and using off-grade-level testing for a more-consistent picture of achievement.

The result would not be lower academic standards. Levels of achievement would rise if highly capable students were measured in a way that recognized the many ways students excel.

Fears that the gifted programs would be eliminated because of charges of elitism have not been borne out. Indeed, the district appears to be redoubling efforts to improve the programs by calling for greater diversity and more-consistent rigor.

The return of former APP head Robert Vaughan is another sign that gifted education will not become a sacrificial lamb. Stronger support for Vaughan and his efforts are key ingredients for future success.

Superintendent Maria Goodloe-Johnson plans comprehensive reviews of all the district's programs, including special education and bilingual services. The superintendent has set the course for her leadership with a strong penchant for facts.

Tough reviews get us the facts and answers.