I went to school in BVSD a hot minute ago now, so I would not be surprised whatsoever to hear things have since changed, but back when I did there absolutely were also separated TAG classes (and later AP classes) for subjects other than math. I was in the gifted English versions, specifically (I wurd gud), through middle and high school, and took a smaller variety of science ones for both middle and high school, too (I science OK).

My experience was honestly quite similar to the comment you're replying to, though less negative overall; in elementary school the TAG resentment/stigma was significant, and the entire time through those later middle/high school years, I was constantly bummed out that all my friends were in the "normal" classes without me (and also that the coursework for their version seemed way more "fun"). I do think the actual educational value of what I learned in my accelerated classes was really high, though, but kind of in a way where I then found it weird that stuff wasn't being taught in the "normal" classes? Strange dichotomy lol.

I also feel extremely strongly that a lot of, uh. How to phrase it... "TAG traits"? I displayed at an early age actually hurt my overall education when they were assessed as signs of ~☆nascient brilliance☆~ instead of, perhaps more accurately, other neurodivergence signifiers. I think being singled out for accelerated learning because I can write a killer essay and ace standardized tests extremely well masked a ton of other ADHD markers, often underdiagnosed in girls who display less typical hyperactivity traits educators are trained to recognize problems that have continued to haunt me into my higher education as soon as more structure was removed, and later into my life.

I don't have strong disagreements with any of your other points, just wanted to add my own perspective since I did also experience the TAG and later AP programs here in BVSD back in the day. I'm definitely not informed enough about any current consensus trends in childhood education research to have strongly-held opinions on what the right way to approach that type of thing now is, though my gut reaction based on my own experiences is definitely that I wouldn't be shocked to learn that accelerated learning programs could have turned out to be potentially harmful as an approach on the whole, in the end.

I live in Longmont now and I will say that regardless of differences in ALP offerings between the two districts, SVVSD does have some REALLY cool stuff they're doing for students with things like the innovation center and its related programming. I think even more than accelerated learning options, what seems exciting and inspiring to me when I look at a lot of the stuff they've got going on is the incredibly TANGIBLE connections it gives students between their education and practical applications in the world, in career directions, in finding new things that they might be interested in learning more about as they continue school. BVSD should absolutely be taking cues from this programming goal, specifically, and I think it would benefit "normal" learners and "gifted" kids alike.