Gifted education in the United States is fragmented and underfunded, leading to widely varying outcomes and creating achievement gaps as marginalized groups are often overlooked in gifted identification. Remedying these issues requires a national definition of giftedness with a focus on equitable identification and nurturing student potential.
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As more women apply to college than men, they face increasingly higher admissions standards, particularly at elite universities striving for gender-balanced classes. Despite progress in gender equality in higher education, this trend raises concerns about unintentional discrimination against women in the admissions process.
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