Gifted and Talented in Mamdani’s New York

The New Yorker

by Jessica Winter

February 13, 2026

AI-Generated Deep Dive Summary

Mayor Zohran Mamdani has sparked debate over his plans to phase out gifted-and-talented (G&T) admissions for rising kindergartners in New York City. Critics argue that these programs, which offer accelerated curricula, have historically served affluent white and Asian students disproportionately while excluding Black and Latino children. Samuels, the new schools chancellor, supported this stance during her tenure by removing some gifted tracking in Brooklyn, citing similar concerns about inequality. The history of G&T programs in NYC dates back to the mid-2000s under Michael Bloomberg, who introduced standardized admissions criteria including exams for four- and five-year-olds. This system created a highly competitive process, with seats allocated through lotteries due to limited availability. Despite these changes, Black and Latino students remained underrepresented in G&T classes, making up just 16% of enrollments compared to their 63% share of the kindergarten population. Research shows that when they do enroll, these students often achieve significant academic gains. Mamdani’s proposal has drawn criticism from opponents who view it as a blow to educational opportunities for high-achieving students. However, supporters argue that ending kindergartner admissions aligns with efforts to reduce inequality in education and address systemic segregation. While the program will remain available for third graders and beyond, its future for younger children is uncertain. This debate highlights broader cultural concerns about equity in education and access to advanced learning opportunities. Critics worry that phasing out G&T admissions could limit pathways to specialized high schools and elite colleges, which have long been seen as stepping stones to success. The discussion underscores the tension between addressing systemic inequities and maintaining programs designed to nurture exceptional talent. Ultimately, the outcome of this debate will shape NYC’s approach to gifted education for years to come. Whether Mamdani’s changes will reduce inequality or hinder opportunities for high-achieving students remains to be seen. However, one thing is clear: the future of G&T programs in New York City will continue to spark heated conversations about fairness and excellence in public schools.

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Originally published on The New Yorker on 2/13/2026