My experience in California’s K-12 school system was unique, to say the least. I credit a couple of my teachers for giving me helpful note-taking and outlining strategies that helped me in college. I also appreciate that my K-12 education gave me an adequate introduction to biology, geology, and math. However, my English classes didn’t prepare me for college at all. In fact, my English professors told us in the first week of class to forget everything K-12 had taught us about writing essays and reading critically.
Before I dive into the specifics of my experience, it’s important to mention that I’m autistic and was a gifted child. Academics had always come easily to me, but socializing was more difficult. Entering kindergarten, I already knew how to read, add and subtract numbers, and identify shapes and colors. Needless to say, I didn’t learn much, academically, that year. But that’s not to say I didn’t learn. Kindergarten, first, and second grade helped develop my social skills. We had structured ways of telling our friends how we felt, and we learned how to give and receive apologies. In that respect, school at the time was helpful.
In the summer between second and third grade, I moved school districts. My new school was composed of very wealthy families, which came as a shock to me. But being in an affluent area meant our schools were supposed to be amazing. We would allegedly have access to more resources and technologies. I was excited about the Gifted And Talented Education (GATE) program, and desperately wanted to participate. Much to my chagrin, the placement testing for GATE took place in second grade, which I wasn’t there for. Older kids could take the test, but it cost about $80, which my family couldn’t afford. General education it was! Being “the new kid” halfway through elementary school, I struggled to fit in. Everyone already had a best friend or group of friends, and since no one wanted to interrupt that pattern, I was often left out.
After elementary school, things got bad. I was bullied constantly and the staff did nothing about it. I was depressed and repeatedly self-harming. School was the worst part of my life. I already knew the academics and would get frustrated that my classes were so slow. My parents and I had meetings with my teachers explaining that I needed an academic challenge, but all they could offer to do was give me extra homework on the same materials. I didn’t want more monotonous work, I wanted to learn something. I was so angry that the district had resources for students who needed remedial support, but nothing for kids who were more advanced. All school did was beat me down.
When I turned 15, it was legal for me to test out of the K-12 system. So, after the first semester of sophomore year, I took the California High School Proficiency Examination and passed with flying colors. I then started college, which was exponentially better, academically and socially. I was grateful to be able to catch on quickly, but I felt that the most helpful knowledge I had came from doing my own research at home, not from my time in school. Overall, California’s K-12 system didn’t prepare me for college. That being said, I realize I was in a unique position, so I can’t speak for the majority of students. In the future, I hope to see resources for gifted students more readily available to families of all financial backgrounds. If remedial services are free of charge, advanced classes should be, too.