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	Comments on: Mamdani wants to limit New York City&#8217;s gifted and talented program	</title>
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	<link>https://thenewneo.com/2025/10/06/mamdani-wants-to-limit-new-york-citys-gifted-and-talented-program/</link>
	<description>A blog about political change, among other things</description>
	<lastBuildDate>Wed, 08 Oct 2025 13:07:45 +0000</lastBuildDate>
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		<title>
		By: Cappy		</title>
		<link>https://thenewneo.com/2025/10/06/mamdani-wants-to-limit-new-york-citys-gifted-and-talented-program/#comment-2825214</link>

		<dc:creator><![CDATA[Cappy]]></dc:creator>
		<pubDate>Wed, 08 Oct 2025 13:07:45 +0000</pubDate>
		<guid isPermaLink="false">https://thenewneo.com/?p=144498#comment-2825214</guid>

					<description><![CDATA[https://www.youtube.com/watch?v=NfIAZG1aR4E]]></description>
			<content:encoded><![CDATA[<p><a href="https://www.youtube.com/watch?v=NfIAZG1aR4E" rel="nofollow ugc">https://www.youtube.com/watch?v=NfIAZG1aR4E</a></p>
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		<title>
		By: Jess		</title>
		<link>https://thenewneo.com/2025/10/06/mamdani-wants-to-limit-new-york-citys-gifted-and-talented-program/#comment-2825124</link>

		<dc:creator><![CDATA[Jess]]></dc:creator>
		<pubDate>Tue, 07 Oct 2025 20:16:25 +0000</pubDate>
		<guid isPermaLink="false">https://thenewneo.com/?p=144498#comment-2825124</guid>

					<description><![CDATA[Regarding the students who go into teaching: when I was taking Calc 1, there were two clusters of grades. The math majors pretty much all got As. The education majors pretty much all got Cs.]]></description>
			<content:encoded><![CDATA[<p>Regarding the students who go into teaching: when I was taking Calc 1, there were two clusters of grades. The math majors pretty much all got As. The education majors pretty much all got Cs.</p>
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		<title>
		By: Jamie		</title>
		<link>https://thenewneo.com/2025/10/06/mamdani-wants-to-limit-new-york-citys-gifted-and-talented-program/#comment-2825104</link>

		<dc:creator><![CDATA[Jamie]]></dc:creator>
		<pubDate>Tue, 07 Oct 2025 17:49:21 +0000</pubDate>
		<guid isPermaLink="false">https://thenewneo.com/?p=144498#comment-2825104</guid>

					<description><![CDATA[&lt;i&gt;After I learned to read, I spent the rest of grades 6-12 surreptitiously reading a book on my lap.

I’m pretty sure the teachers knew.&lt;/i&gt;

Definitely! I had a teacher in 7th grade who told me, at the end of the year, that he&#039;d spent all year surreptitiously watching me read my under-desk book and trying to catch me out on the in-class material - calling on me to pick up where the last student had left off from the on-top-of-desk book and so on. He seemed both disappointed and ruefully admiring of the fact that he never did.]]></description>
			<content:encoded><![CDATA[<p><i>After I learned to read, I spent the rest of grades 6-12 surreptitiously reading a book on my lap.</p>
<p>I’m pretty sure the teachers knew.</i></p>
<p>Definitely! I had a teacher in 7th grade who told me, at the end of the year, that he&#8217;d spent all year surreptitiously watching me read my under-desk book and trying to catch me out on the in-class material &#8211; calling on me to pick up where the last student had left off from the on-top-of-desk book and so on. He seemed both disappointed and ruefully admiring of the fact that he never did.</p>
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		<title>
		By: Mitchell Strand		</title>
		<link>https://thenewneo.com/2025/10/06/mamdani-wants-to-limit-new-york-citys-gifted-and-talented-program/#comment-2825094</link>

		<dc:creator><![CDATA[Mitchell Strand]]></dc:creator>
		<pubDate>Tue, 07 Oct 2025 15:00:33 +0000</pubDate>
		<guid isPermaLink="false">https://thenewneo.com/?p=144498#comment-2825094</guid>

					<description><![CDATA[There was a fad, during the later years of my father&#039;s teaching career (mid-to-late 80s) called Outcome Based Education. Essentially, it meant that children who had mastered a subject could take a test and then move on to the next subject in the curriculum.

It failed, of course. It was a square peg/round hole failure. Those exhorting the idea were presenting a paradigm shift, but it had to take place inside the orthodoxy of the public school setting. Can you imagine the anarchy of children learning at different rates and moving to different classrooms mid-school year, teachers learning new students mid-term, teaching one level to one group of students and another level to a different group of students, usually in the same classroom at the same time? Naturally it failed, and the theory was defamed instead of the orthodoxy.

My mother, on the other hand, was a special education teacher. To the end of her career, she told me she dealt with very few dumb kids. These kids were smart, but they couldn&#039;t learn in the environment of 30 kids in five rows of 6 desks. They needed one-to-one instruction. Again, established physical plant impedes the progress of students, and more insidiously, stigmatizes them. And to compensate, the schools started medicating them.

My parents were relatively smart people, fully up to the task of teaching middle school children. But they always struggled against the orthodoxy and the actual physical setup of schools.]]></description>
			<content:encoded><![CDATA[<p>There was a fad, during the later years of my father&#8217;s teaching career (mid-to-late 80s) called Outcome Based Education. Essentially, it meant that children who had mastered a subject could take a test and then move on to the next subject in the curriculum.</p>
<p>It failed, of course. It was a square peg/round hole failure. Those exhorting the idea were presenting a paradigm shift, but it had to take place inside the orthodoxy of the public school setting. Can you imagine the anarchy of children learning at different rates and moving to different classrooms mid-school year, teachers learning new students mid-term, teaching one level to one group of students and another level to a different group of students, usually in the same classroom at the same time? Naturally it failed, and the theory was defamed instead of the orthodoxy.</p>
<p>My mother, on the other hand, was a special education teacher. To the end of her career, she told me she dealt with very few dumb kids. These kids were smart, but they couldn&#8217;t learn in the environment of 30 kids in five rows of 6 desks. They needed one-to-one instruction. Again, established physical plant impedes the progress of students, and more insidiously, stigmatizes them. And to compensate, the schools started medicating them.</p>
<p>My parents were relatively smart people, fully up to the task of teaching middle school children. But they always struggled against the orthodoxy and the actual physical setup of schools.</p>
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		<title>
		By: Bruce Hayden		</title>
		<link>https://thenewneo.com/2025/10/06/mamdani-wants-to-limit-new-york-citys-gifted-and-talented-program/#comment-2825091</link>

		<dc:creator><![CDATA[Bruce Hayden]]></dc:creator>
		<pubDate>Tue, 07 Oct 2025 14:18:08 +0000</pubDate>
		<guid isPermaLink="false">https://thenewneo.com/?p=144498#comment-2825091</guid>

					<description><![CDATA[“A. Shutter the extant state teacher’s colleges
==
“B. End the practice of requiring schools at all level limit their hiring to those with an ‘education’ degree.”
==
I didn’t realize until very recently that the IQ of the average public school teacher was very likely slightly below the population mean (maybe 97-98 on a 100 medium scale). I should have, when I realized that the girls with SATs in the high 500s were the ones going to our state teachers’ college. The guys whom I knew who went there were mostly differently able (typically dyslexic) who often ended up very successful, after dropping out of college, and embracing their differences. Which, in retrospect is a bit humorous, because a teachers’ college should be at the top of the colleges that could cater to differently ambled. Yet, it was my small liberal arts college that seemed to do it best… 

In any case, what this means is that in the public schools, taught by graduates of teachers’ colleges, if you charitably assume an IQ of 100 (it actually appears lower), for every teacher with an IQ 1 STD above the mean, you will have one 1 STD below. And without any tracking, you will find those 1STD below trying to teach those 1, 2, etc STDs above the mean. It doesn’t work, as many here can attest. 

It didn’t work for me, or the two women I (sequentially) married. My goal was a 3.5 GPA, which, plus my high SATs got me into an elite small liberal arts college. I was bored silly through middle school, and esp high school, where I could maintain that by reading and doing homework for the next class, in the current class, while not diverted by looking to see the girls’ underwear in the nearby seats. Proudly didn’t take a book home my last two years in HS, and only got Bs in the highly subjective classes where the As went to the girls who could butter up the teachers the best (and often  ended up going to the state teachers’ college). 

My daughter grew up in the same school district as we did (and her daughter may do so too). It was decent, which, in retrospect, is scary. So, we sacrificed, and sent her to a good private school. It was worth it. Instead of teaching some sort of gestalt math, they learned their math tables the hard way, and had competitions for speed every Friday (her PhD is in engineering). And they had more AP classes than any other school in the state (even the best public HS with 10x the class size).]]></description>
			<content:encoded><![CDATA[<p>“A. Shutter the extant state teacher’s colleges<br />
==<br />
“B. End the practice of requiring schools at all level limit their hiring to those with an ‘education’ degree.”<br />
==<br />
I didn’t realize until very recently that the IQ of the average public school teacher was very likely slightly below the population mean (maybe 97-98 on a 100 medium scale). I should have, when I realized that the girls with SATs in the high 500s were the ones going to our state teachers’ college. The guys whom I knew who went there were mostly differently able (typically dyslexic) who often ended up very successful, after dropping out of college, and embracing their differences. Which, in retrospect is a bit humorous, because a teachers’ college should be at the top of the colleges that could cater to differently ambled. Yet, it was my small liberal arts college that seemed to do it best… </p>
<p>In any case, what this means is that in the public schools, taught by graduates of teachers’ colleges, if you charitably assume an IQ of 100 (it actually appears lower), for every teacher with an IQ 1 STD above the mean, you will have one 1 STD below. And without any tracking, you will find those 1STD below trying to teach those 1, 2, etc STDs above the mean. It doesn’t work, as many here can attest. </p>
<p>It didn’t work for me, or the two women I (sequentially) married. My goal was a 3.5 GPA, which, plus my high SATs got me into an elite small liberal arts college. I was bored silly through middle school, and esp high school, where I could maintain that by reading and doing homework for the next class, in the current class, while not diverted by looking to see the girls’ underwear in the nearby seats. Proudly didn’t take a book home my last two years in HS, and only got Bs in the highly subjective classes where the As went to the girls who could butter up the teachers the best (and often  ended up going to the state teachers’ college). </p>
<p>My daughter grew up in the same school district as we did (and her daughter may do so too). It was decent, which, in retrospect, is scary. So, we sacrificed, and sent her to a good private school. It was worth it. Instead of teaching some sort of gestalt math, they learned their math tables the hard way, and had competitions for speed every Friday (her PhD is in engineering). And they had more AP classes than any other school in the state (even the best public HS with 10x the class size).</p>
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		<title>
		By: West TX Intermediate Crude		</title>
		<link>https://thenewneo.com/2025/10/06/mamdani-wants-to-limit-new-york-citys-gifted-and-talented-program/#comment-2825087</link>

		<dc:creator><![CDATA[West TX Intermediate Crude]]></dc:creator>
		<pubDate>Tue, 07 Oct 2025 12:58:20 +0000</pubDate>
		<guid isPermaLink="false">https://thenewneo.com/?p=144498#comment-2825087</guid>

					<description><![CDATA[Obligatory link to Harrison Bergeron-

https://docs.google.com/file/d/0B5PPSRIcnHuwOVdmdndTWjRRcGs/edit?resourcekey=0-E8qpKNHSjjOpCI2gZaiaOg]]></description>
			<content:encoded><![CDATA[<p>Obligatory link to Harrison Bergeron-</p>
<p><a href="https://docs.google.com/file/d/0B5PPSRIcnHuwOVdmdndTWjRRcGs/edit?resourcekey=0-E8qpKNHSjjOpCI2gZaiaOg" rel="nofollow ugc">https://docs.google.com/file/d/0B5PPSRIcnHuwOVdmdndTWjRRcGs/edit?resourcekey=0-E8qpKNHSjjOpCI2gZaiaOg</a></p>
]]></content:encoded>
		
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		<title>
		By: Art Deco		</title>
		<link>https://thenewneo.com/2025/10/06/mamdani-wants-to-limit-new-york-citys-gifted-and-talented-program/#comment-2825085</link>

		<dc:creator><![CDATA[Art Deco]]></dc:creator>
		<pubDate>Tue, 07 Oct 2025 11:38:00 +0000</pubDate>
		<guid isPermaLink="false">https://thenewneo.com/?p=144498#comment-2825085</guid>

					<description><![CDATA[&lt;i&gt;The issue of public education is, for me, quite simple: avoid it and teach your own children, unless that is an impossible choice. &lt;/i&gt;
==
Schooling is a fee-for-service activity which will appear naturally on the open market, so it is not what economists call a &#039;public good&#039;.  The utility of public expenditure is that you can guarantee some baseline of service provision within a certain commuting distance from the home.  The hostility to private schooling (whether it is to be had in an incorporated school or at home) is a function of vested interests.  The administrators and teacher&#039;s college faculty who staff and indoctrinate the apparat and have nefarious ends want a captive audience and dislike people going off the grid; the unions are often of similar kidney but wish there to be a government monopoly while they maintain a monopsony of the salient workforce. Lots of things which might be done to increase options for parents - voucher issuance, reversion of a portion of one&#039;s property tax payments, all-voucher districts, &#038;c.  We should do this recalling that modal opinion among parents generally does not incorporate objection to public schools per se, but to spot problems which they encounter.  We should also recall that a big problem is on the supply side:
==
A. Shutter the extant state teacher&#039;s colleges
==
B. End the practice of requiring schools at all level limit their hiring to those with an &#039;education&#039; degree.
==
C. Limit the function of the state education department to composing and administering examinations - for civil service positions, occupational licensure, and student assessment.  
==
D. Draw local superintendents from the business world, general public administration, philanthropic administration, the military &#038;c.  Limit the function of local superintendent&#039;s offices to budget, physical plant, the motor pool, the comptroller corps, the grievance officers, itinerant instructors and evaluators, itinerant technicians, and (perhaps) liaison functions with certain outside agencies.  The superintendent would be responsible for implementing district policy as carried out by his own staff, while the principals would be responsible for that among their own reports.  In such a system, principals would be selected by and report to the board, not the superintendent.  
==
E. Vest in local school boards a franchise to enact policy manuals within guidelines specified in state law.  These would include specifications on the instructional programs offered in the district; disciplinary manuals for students, faculty, and other employees; manuals on relations with outside agencies (consortial districts, the sheriff&#039;s department).  Sometimes state law would allow broad discretion, sometimes not. (In the latter category would be procedures for hiring and promoting ancillary employees, which would have to be regulated by examinations administered by the board of regents).
==
F. Establish new teacher&#039;s colleges in state schools, blacklisting the faculty of the old schools unless they were trained tests-and-measurements psychologists.  Such schools would screen their applicants with a state entrance examination, offer two year programs consisting of a short menu of methods courses, some months in an internship working with a state certified master teacher, and a year of stipended apprenticeship with a state certified master teacher.  You might have eight different types of certificate, some requiring antecedent (subject-specific) course work and some just relying on the screening examination.  The colleges would also offer programs to enhance one&#039;s certificate - e.g. exam preparation courses for content examinations in the arts and sciences.
==
G. End collective bargaining for public employees, and compel public employee unions to function as voluntary mutual aid societies.  
==
H. Leave common-and-garden schools to instruct common-and-garden youths.  Youths not proficient in English, youths with severe deficits, and youths who are a disciplinary issue beyond a certain severity should be assigned to consortial programs.
==
I. Institute in the state government a corps of mediators and arbitrators whose presence a parent can request when he wishes to contest a disciplinary decision.  Leave the board, the superintendent, and the court system out of it.
==
J. Again, annual regents examinations administered by the boards proctors, not school employees.  These have a number of uses.  All youths in the state would be assigned a men of regents examinations they had to take w/o regard to who was schooling them.
==
K. Require any common and garden school district have a youth (5-18) population (not a pupil population)  of at least 1,600.  Elect all the state&#039;s school boards for four year terms on the fourth year of a quadrennial cycle (the year before a presidential election).]]></description>
			<content:encoded><![CDATA[<p><i>The issue of public education is, for me, quite simple: avoid it and teach your own children, unless that is an impossible choice. </i><br />
==<br />
Schooling is a fee-for-service activity which will appear naturally on the open market, so it is not what economists call a &#8216;public good&#8217;.  The utility of public expenditure is that you can guarantee some baseline of service provision within a certain commuting distance from the home.  The hostility to private schooling (whether it is to be had in an incorporated school or at home) is a function of vested interests.  The administrators and teacher&#8217;s college faculty who staff and indoctrinate the apparat and have nefarious ends want a captive audience and dislike people going off the grid; the unions are often of similar kidney but wish there to be a government monopoly while they maintain a monopsony of the salient workforce. Lots of things which might be done to increase options for parents &#8211; voucher issuance, reversion of a portion of one&#8217;s property tax payments, all-voucher districts, &amp;c.  We should do this recalling that modal opinion among parents generally does not incorporate objection to public schools per se, but to spot problems which they encounter.  We should also recall that a big problem is on the supply side:<br />
==<br />
A. Shutter the extant state teacher&#8217;s colleges<br />
==<br />
B. End the practice of requiring schools at all level limit their hiring to those with an &#8216;education&#8217; degree.<br />
==<br />
C. Limit the function of the state education department to composing and administering examinations &#8211; for civil service positions, occupational licensure, and student assessment.<br />
==<br />
D. Draw local superintendents from the business world, general public administration, philanthropic administration, the military &amp;c.  Limit the function of local superintendent&#8217;s offices to budget, physical plant, the motor pool, the comptroller corps, the grievance officers, itinerant instructors and evaluators, itinerant technicians, and (perhaps) liaison functions with certain outside agencies.  The superintendent would be responsible for implementing district policy as carried out by his own staff, while the principals would be responsible for that among their own reports.  In such a system, principals would be selected by and report to the board, not the superintendent.<br />
==<br />
E. Vest in local school boards a franchise to enact policy manuals within guidelines specified in state law.  These would include specifications on the instructional programs offered in the district; disciplinary manuals for students, faculty, and other employees; manuals on relations with outside agencies (consortial districts, the sheriff&#8217;s department).  Sometimes state law would allow broad discretion, sometimes not. (In the latter category would be procedures for hiring and promoting ancillary employees, which would have to be regulated by examinations administered by the board of regents).<br />
==<br />
F. Establish new teacher&#8217;s colleges in state schools, blacklisting the faculty of the old schools unless they were trained tests-and-measurements psychologists.  Such schools would screen their applicants with a state entrance examination, offer two year programs consisting of a short menu of methods courses, some months in an internship working with a state certified master teacher, and a year of stipended apprenticeship with a state certified master teacher.  You might have eight different types of certificate, some requiring antecedent (subject-specific) course work and some just relying on the screening examination.  The colleges would also offer programs to enhance one&#8217;s certificate &#8211; e.g. exam preparation courses for content examinations in the arts and sciences.<br />
==<br />
G. End collective bargaining for public employees, and compel public employee unions to function as voluntary mutual aid societies.<br />
==<br />
H. Leave common-and-garden schools to instruct common-and-garden youths.  Youths not proficient in English, youths with severe deficits, and youths who are a disciplinary issue beyond a certain severity should be assigned to consortial programs.<br />
==<br />
I. Institute in the state government a corps of mediators and arbitrators whose presence a parent can request when he wishes to contest a disciplinary decision.  Leave the board, the superintendent, and the court system out of it.<br />
==<br />
J. Again, annual regents examinations administered by the boards proctors, not school employees.  These have a number of uses.  All youths in the state would be assigned a men of regents examinations they had to take w/o regard to who was schooling them.<br />
==<br />
K. Require any common and garden school district have a youth (5-18) population (not a pupil population)  of at least 1,600.  Elect all the state&#8217;s school boards for four year terms on the fourth year of a quadrennial cycle (the year before a presidential election).</p>
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		<title>
		By: Steve (retired/recovering lawyer)		</title>
		<link>https://thenewneo.com/2025/10/06/mamdani-wants-to-limit-new-york-citys-gifted-and-talented-program/#comment-2825084</link>

		<dc:creator><![CDATA[Steve (retired/recovering lawyer)]]></dc:creator>
		<pubDate>Tue, 07 Oct 2025 10:20:03 +0000</pubDate>
		<guid isPermaLink="false">https://thenewneo.com/?p=144498#comment-2825084</guid>

					<description><![CDATA[It is beyond any doubt that Neo and her readers/commenters all have above-average intelligence.  I come here for the information and stay for the enlightenment!  The issue of public education is, for me, quite simple: avoid it and teach your own children, unless that is an impossible choice.  Alternatively, find a private school that follows a traditional curriculum: reading, math, history (but under no circumstances using that abomination from Howard Zinn), classical literature, etc.  And no fair claiming you can&#039;t afford it: you can if it is important enough.  And of course, I recognize that every child has different qualities, some being more inclined to intellectual pursuits, others inclined in different directions.  I have a grandson who has difficulty reading but is an absolute savant when it comes to things mechanical as well as computer-based.  He can simply look at a machine of any sort and figure out its function intuitively, but abjures &quot;reading for pleasure.&quot;   Public schools, by nature and necessity, tend toward homogeneity.  Some say that is their purpose.  Moreover, they, by their very structure appeal to female rather than male proclivities.  Thus, they have become dominated by females in both teaching and administrative positions.  Check out any random public school&#039;s male/female teacher ratio, and don&#039;t forget the teacher&#039;s unions, now dominated by feminist harridans like the execrable Randi Weingartner and Becky Pringle.  Exposing a child, male or female to such an environment is parental malpractise.]]></description>
			<content:encoded><![CDATA[<p>It is beyond any doubt that Neo and her readers/commenters all have above-average intelligence.  I come here for the information and stay for the enlightenment!  The issue of public education is, for me, quite simple: avoid it and teach your own children, unless that is an impossible choice.  Alternatively, find a private school that follows a traditional curriculum: reading, math, history (but under no circumstances using that abomination from Howard Zinn), classical literature, etc.  And no fair claiming you can&#8217;t afford it: you can if it is important enough.  And of course, I recognize that every child has different qualities, some being more inclined to intellectual pursuits, others inclined in different directions.  I have a grandson who has difficulty reading but is an absolute savant when it comes to things mechanical as well as computer-based.  He can simply look at a machine of any sort and figure out its function intuitively, but abjures &#8220;reading for pleasure.&#8221;   Public schools, by nature and necessity, tend toward homogeneity.  Some say that is their purpose.  Moreover, they, by their very structure appeal to female rather than male proclivities.  Thus, they have become dominated by females in both teaching and administrative positions.  Check out any random public school&#8217;s male/female teacher ratio, and don&#8217;t forget the teacher&#8217;s unions, now dominated by feminist harridans like the execrable Randi Weingartner and Becky Pringle.  Exposing a child, male or female to such an environment is parental malpractise.</p>
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		<title>
		By: Cindy Simon		</title>
		<link>https://thenewneo.com/2025/10/06/mamdani-wants-to-limit-new-york-citys-gifted-and-talented-program/#comment-2825073</link>

		<dc:creator><![CDATA[Cindy Simon]]></dc:creator>
		<pubDate>Tue, 07 Oct 2025 04:14:15 +0000</pubDate>
		<guid isPermaLink="false">https://thenewneo.com/?p=144498#comment-2825073</guid>

					<description><![CDATA[Also, I, too was one of those &quot;gifted&quot; kids, who was bored out of my mind in the subjects that AP classes were not offered in.  I went to public school and I have always said I couldn&#039;t have had a better education! It was grueling at times, but never boring and never more than I and my classmates could handle (although when assigned the work, we didn&#039;t know how it was possible!). Someone above mentioned that you generally had the same people in classes, and fewer teachers -  usually the AP classes were taught by one teacher in each subject throughout the school year. That was my experience, but participation in extracurricular activities allowed for meeting other students. And to tell you the truth, I don&#039;t even know if students not in the Honors classes, even knew they existed, and certainly didn&#039;t feel they were being deprived or being regarded as a different &quot;class&quot; (double entendre intended).]]></description>
			<content:encoded><![CDATA[<p>Also, I, too was one of those &#8220;gifted&#8221; kids, who was bored out of my mind in the subjects that AP classes were not offered in.  I went to public school and I have always said I couldn&#8217;t have had a better education! It was grueling at times, but never boring and never more than I and my classmates could handle (although when assigned the work, we didn&#8217;t know how it was possible!). Someone above mentioned that you generally had the same people in classes, and fewer teachers &#8211;  usually the AP classes were taught by one teacher in each subject throughout the school year. That was my experience, but participation in extracurricular activities allowed for meeting other students. And to tell you the truth, I don&#8217;t even know if students not in the Honors classes, even knew they existed, and certainly didn&#8217;t feel they were being deprived or being regarded as a different &#8220;class&#8221; (double entendre intended).</p>
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		<title>
		By: Cindy Simon		</title>
		<link>https://thenewneo.com/2025/10/06/mamdani-wants-to-limit-new-york-citys-gifted-and-talented-program/#comment-2825071</link>

		<dc:creator><![CDATA[Cindy Simon]]></dc:creator>
		<pubDate>Tue, 07 Oct 2025 04:03:41 +0000</pubDate>
		<guid isPermaLink="false">https://thenewneo.com/?p=144498#comment-2825071</guid>

					<description><![CDATA[@Sgt. Mom
&quot;Honestly, if he gets voted in, the people who voted for him deserve him.&quot;

No argument with that. But the big problem is that those who don&#039;t vote for him don&#039;t deserve him any more than those of us not in NYC!

I lived in Manhattan most of my adult life and recently left (for reasons other than political). I feel I got out just in time! I have many very liberal friends in NY but not one that I know of who will vote for him.  They didn&#039;t vote for Di Blasio either, but figure they made it through 8 years of him. I thought Adams was reasonable - but my liberal friends hate him.  Probably, no, definitely, because he was willing to talk and work with Trump. Mamdami is riding into office because of political derangement syndrome and he has made no secret of the fact that a vote for him is a vote against Trump. That is the only reason, I think, Kathy Hochul finally endorsed him. Ironically, my liberal friends are hoping that Trump will rein Mamdani in and prevent his most auspicious intentions by shutting off the money tap and thus restricting him. I find that rich (they are all Trump haters, but quietly are depending on him to protect them from Mamdami&#039;s intentions.  Those who are voting him in are those who are listening to his campaign &quot;promises&quot; now.  Not what he said 6 mos. ago 1 year ago, 2 years ago. Poof!  All the statements of global jihad are gone from his daily stumping thanks to the advice (orders) of campaign managers and advisors.  What comes after the election?  People figure they&#039;ll deal with it when they are faced with the consequences: higher taxes, riding free subways ,dealing with crime and justice if it affects them and cops are told to stand down (think Chicago now), and counting on Amazon to be able to import food they can no longer get on local store shelves.]]></description>
			<content:encoded><![CDATA[<p>@Sgt. Mom<br />
&#8220;Honestly, if he gets voted in, the people who voted for him deserve him.&#8221;</p>
<p>No argument with that. But the big problem is that those who don&#8217;t vote for him don&#8217;t deserve him any more than those of us not in NYC!</p>
<p>I lived in Manhattan most of my adult life and recently left (for reasons other than political). I feel I got out just in time! I have many very liberal friends in NY but not one that I know of who will vote for him.  They didn&#8217;t vote for Di Blasio either, but figure they made it through 8 years of him. I thought Adams was reasonable &#8211; but my liberal friends hate him.  Probably, no, definitely, because he was willing to talk and work with Trump. Mamdami is riding into office because of political derangement syndrome and he has made no secret of the fact that a vote for him is a vote against Trump. That is the only reason, I think, Kathy Hochul finally endorsed him. Ironically, my liberal friends are hoping that Trump will rein Mamdani in and prevent his most auspicious intentions by shutting off the money tap and thus restricting him. I find that rich (they are all Trump haters, but quietly are depending on him to protect them from Mamdami&#8217;s intentions.  Those who are voting him in are those who are listening to his campaign &#8220;promises&#8221; now.  Not what he said 6 mos. ago 1 year ago, 2 years ago. Poof!  All the statements of global jihad are gone from his daily stumping thanks to the advice (orders) of campaign managers and advisors.  What comes after the election?  People figure they&#8217;ll deal with it when they are faced with the consequences: higher taxes, riding free subways ,dealing with crime and justice if it affects them and cops are told to stand down (think Chicago now), and counting on Amazon to be able to import food they can no longer get on local store shelves.</p>
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