Peters (2021) does an excellent job of highlighting the role of unequal early achievement on educational inequalities and disparities in gifted identification, but his discussion of long-term interventions focuses much more on community interventions than on educational interventions. There are multiple sources of early inequalities and potential educational interventions missed in his articcle such as school funding, school integration policies, access to culturally responsive pedagogy, and community schools that provide health care and birth to kindergarten programming.

中文翻译：

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公平，而不仅仅是平等：教育成果平等政策如何帮助缩小卓越和识别差距

Peters (2021) 在强调早期成就不平等对教育不平等和天才识别差异的作用方面做得非常出色，但他对长期干预的讨论更多地关注社区干预而不是教育干预。他的文章中遗漏了早期不平等和潜在教育干预的多种来源，例如学校资金、学校融合政策、获得文化响应式教学法以及提供医疗保健和幼儿园计划生育的社区学校。