The Gifted and Talented Education (GATE) program has been a fixture in schools for decades, designed to nurture the talents of highly intelligent students. Officially, the program is meant to provide enhanced educational opportunities to students who display advanced cognitive abilities. However, a growing number of former participants are coming forward with extraordinary experiences—ones that suggest GATE may have been more than just an accelerated learning initiative.
Beyond the Classroom: A Different Kind of Education
Many who participated in GATE recall being subjected to unusual tests, some of which bear striking similarities to experiments associated with intelligence agencies. Some remember hearing tests that involved specific tones or music accompanied by a voice giving instructions. Others recall Zener flashcards—cards typically used in parapsychological research to test for extrasensory perception (ESP). There are also accounts of students being asked to draw items they had never seen before, seemingly testing for remote viewing abilities.
One individual who participated in GATE during the 1970s recalls being removed from regular classes and placed in a small room where they were given puzzles to solve in isolation. The experience left them feeling isolated from their peers, and when they stopped cooperating, they were eventually placed back in regular classes. Similar accounts have emerged from those who attended the program in the 1980s and 1990s, many of whom recall being part of the same small, insular group of students year after year.
“I remember being taken to an office where I was asked strange questions and given logic puzzles to complete,” one former participant shared. “I thought it was just part of the program, but looking back, it felt more like an experiment than a class.”
A Gateway to Intelligence Work?
Some former GATE students recall field trips that, in hindsight, seem out of the ordinary for an elementary school enrichment program. One person remembers visiting forensic science centers and even meeting an FBI agent. Others recall intensive foreign language instruction as early as fourth grade, where they were taught French, Spanish, and German. Some recall lessons in subjects such as archaeology, astronomy, robotics, and chemistry—an unusual curriculum for students so young.
One former participant, who later served in the military, noted that there is a blank period in their memory from their time in service. Another individual, whose father was a high-ranking Marine with connections to intelligence agencies, spoke of vivid and unexplained memories, frequent déjà vu, and an uncanny ability to predict outcomes. “I feel like I have lived multiple lives,” they said. “There are things I know that I have no memory of learning.”
A common theme among these recollections is a deep-seated feeling that GATE was identifying students with special abilities—abilities that could be useful for intelligence work. Many who were part of the program later found themselves drawn to military, government, or high-level research careers, sometimes without consciously understanding why.
The Psychological Impact of GATE
Despite the opportunities it provided, many former students describe an unsettling undercurrent to their GATE experience. Some recall being given colored ribbons or tickets to wear, distinguishing them from their peers. Others describe an overwhelming sense of being “studied” rather than taught, as if they were part of a long-term research project.
There are also reports of unexplained night terrors, sleep paralysis, and out-of-body experiences that began during childhood and persisted into adulthood. “I had night terrors starting at the age of 12,” one former student recalled. “I’ve started putting the pieces together, and I believe it’s connected to my time in GATE.” Another participant mentioned memories resurfacing after hearing a specific tone of music with a voice speaking over it—suggesting that certain auditory cues may have been embedded in their experiences.
For some, the memories are fragmented, surfacing only in flashes or through unexplained knowledge of events, places, or skills they never formally studied. “I have memories of doing things, but no idea how I learned them,” one former participant admitted. “It’s like a memory of a memory that I was never supposed to have.”
A Hidden Agenda or Just a Unique Learning Experience?
Despite the widespread anecdotes, there is no official evidence to suggest that GATE was anything more than an advanced education program. However, the similarities in experiences across different states—and even different countries—have raised questions. Was GATE simply designed to nurture gifted students, or was it identifying children with exceptional cognitive abilities for other purposes?
For some, the program provided opportunities to explore their intellectual gifts in a way traditional schooling could not. For others, it remains a mysterious chapter in their lives, one filled with unanswered questions and unexplained memories. As more former participants come forward with their stories, the true nature of the GATE program may yet be revealed.
Whatever the case, one thing is clear: GATE was more than just a gifted education program—it was an experience that left an indelible mark on those who went through it.
Additional Testimonies and Historical Accounts
It started off as a free hearing test clinic for everyone in 1st–3rd grade… there was a bunch of buzz noise tests then they did a silent one in which only the tester could hear. But if you heard it, then you were detected. This is how they screened GATE students.
I was then pulled out of class routinely… driven on a bus to a different elementary school in the same district… then told to sit in a room with other GATE students from the other elementary schools. First thing we did was have a snack and the pink or purple Kool-Aid… from what I now know is the same stuff the KGB gave to their agents with abilities. It was to activate your 3rd eye or something… but afterwards it seemed to make everything appear as if I was dreaming or waking up from a dream after leaving the trailer room class that had brown paper towels taped on the windows.
Yes, we did Morse code and other code-cracking tests. But the one that caught my attention was the project where we had to build a water clock that was used back in the ancient pyramid days. I built it with perfect accuracy—timed to a digital clock for comparison—at age 10.
I will also mention the time when my best friends who were also in GATE and attended my elementary school all had THE SAME EXACT DREAM. I remember how scared we got when I told them my dream I had last night during our recess, and they all fell in shock because they remembered being in my same dream!!!
That’s when we knew we were being tested for this ability. Over the years we met in a few other dreams where we had to escape getting caught.
As I got older, my friends no longer shared my dreams… but rather I kept meeting my recently deceased friends on a hill at sunset where they were the same age when they died and kept asking me where everyone went… only for me to tell them they died. Once they understood, their face froze and I woke up from the dream.
Last but not least… yes, we were given 2 other tests: the “guess which card has the star” (clairvoyance test) and “guess the scenery on the card before it’s flipped over” (testing ability to read energy off cards molecules/akashic connection).
Hope this helps someone who was in GATE remember all this.
California Legislature AB 1040 and Its Government Ties to the GATE Program
California Legislature AB 1040 & GATE — What It Means
1. AB 1040 and the Gifted Identification Framework
The identification of gifted students in California public schools is rooted in a federal definition of giftedness, referenced under “California Legislature (AB 1040).” This legislation appears to establish or codify the state’s use of a federal gifted standard, particularly as it relates to GATE (Gifted and Talented Education) screening protocols.
For example, documentation from districts often states: “Federal definition of gifted provided by California Legislature (AB 1040). GATE Identification… All 4th grade students will be screened…”
In this context, AB 1040 formalizes California’s adoption of the federal definition, such as the one from the U.S. Department of Education, enabling local educational agencies to align their GATE screening processes accordingly.
2. What AB 1040 Officially Covers (Clarification)
It’s important to note that California has issued multiple bills numbered AB 1040 in different legislative years, each covering unrelated subjects. Not all of them pertain to gifted education.
- A 2025 version of AB 1040 amended the Elections Code to clarify residency rules for displaced voters.
- A 2021–2022 version mandated ethnic studies courses in community colleges, unrelated to K–12 programs.
3. Government Affiliation & GATE Implementation
GATE implementation in California is governed by Education Code §3822 (Title 5, Chapter 3), which mandates that each school district define “demonstrated or potential abilities” in order to determine student eligibility for gifted programs.
GATE screening often includes a combination of:
- Teacher input
- Parent input
- Cognitive ability testing (e.g., CoGAT)
- Academic performance history
The legal framework is grounded in state legislation but adopts the federal definition of giftedness via AB 1040 as its guiding standard.
Takeaway
The reference to AB 1040 signals a legislative basis for incorporating federal giftedness definitions into K–12 GATE programs across California. While AB 1040 has existed in many forms across legislative sessions, its role in GATE is to authorize the use of expanded definitions of giftedness—especially those that go beyond IQ scores and include creativity, leadership, and specific talents.
California Education Code Chapter 8 – GATE (§52200–52212)
Legislative Intent (§52200)
- Supports educational opportunities for both high-achieving and underachieving gifted students.
- Calls for the inclusion of economically disadvantaged and culturally diverse students in GATE programs.
Definitions (§52201–52202)
- Gifted and talented pupil: A student with demonstrated or potential high performance as defined by each district.
- Highly gifted pupil: Typically with an IQ of 150+ or equivalent performance indicators.
- Program: A differentiated educational curriculum designed to match student abilities.
Program Requirements (§52206)
GATE services may include:
- Special day classes
- Part-time grouping
- Cluster grouping
- Independent study
- Acceleration and enrichment
- College-level coursework
Programs are expected to support gifted students from diverse linguistic and economic backgrounds.
Oversight (§52205, §52211–§52212)
- The State Superintendent administers funding, technical support, and compliance review.
- Local educational agencies must apply for approval and assign a GATE coordinator or manager.
California Code of Regulations Title 5 — §3820–3870 (Implementation Standards)
§3820—Identification Methods
Districts must create methods that identify gifted students equitably across cultural, socioeconomic, and linguistic differences.
§3822—Categories for Identification
- Intellectual
- Creative
- Academic
- Leadership
- High Achievement
- Visual/Performing Arts
§3823—Evidence for Identification
Acceptable evidence includes:
- Academic records
- Standardized test results
- Teacher and parent questionnaires
- Student portfolios and expert assessments
§3831—Written Plans and Parent Involvement
- Each district must publish a written GATE plan outlining program design, goals, and evaluation strategies.
- Districts are required to conduct annual reviews and incorporate family involvement.
GATE in the Mid to Late 1990s — Legal and Educational Framework
1. Education Code Foundation Was Active
- By the 1990s, Education Code §§52200–52212 was already active law shaping GATE programs.
- It encouraged diverse methods of identifying giftedness—intellectual, creative, artistic, leadership-based, or academic.
- It emphasized equitable access for low-income and minority students.
2. AB 1040 and Federal Definition Alignment
The 1990s saw California adopt a broader federal definition of giftedness, often aligned with the Jacob K. Javits Gifted and Talented Students Education Act (1988), which defines gifted students as those demonstrating high achievement in various cognitive and creative areas.
This enabled some districts to apply broader criteria in identifying students—though others continued using IQ-based testing, which led to disparities.
3. Gatekeeping Through Testing and Segregation
Many GATE programs in the 90s relied on standardized tests for entry, which often excluded minority or low-income students due to cultural biases. Obedience and compliance were often conflated with giftedness. Some districts clustered GATE students in separate classrooms or schools, leading to de facto segregation.
4. Federal Funding and Military Affiliation (Speculative)
During the mid–late 90s, federal initiatives like Goals 2000 and Project Open GATE introduced funding tied to data collection and performance metrics. Some former participants speculate that this opened the door to surveillance or experimental uses of GATE, especially for students with intuitive or psychic traits. Allegations include auditory experiments, memory manipulation, and dream recall consistency among peers.
5. Summary: A Turning Point
| Topic | 1990s Context |
|---|---|
| Education Code §52200 | Districts were required to define and implement GATE based on multiple gifted categories. |
| AB 1040 & Federal Gifted Definition | Legitimized the inclusion of broader cognitive and creative capabilities in screening protocols. |
| Julie Hume’s Influence | Advocated for holistic GATE access and reduced reliance on IQ-only metrics. |
| Disparities | Inconsistencies in implementation left underserved students with reduced access. |
| Government Speculation | Reports of psychic testing, shared dreams, and behavior tracking emerged from alumni testimonies. |
| Legacy | The GATE program became a mix of progressive intention and unexplained practices that remain controversial today. |
The Julie Hume Controversy and Federal Influence
California’s GATE program began as a well-meaning initiative, but over time, troubling themes began to emerge. One key figure in these developments was Julie Hume, director of curriculum in Tustin. Her reforms in the 1990s aimed to democratize access to GATE by broadening the criteria beyond IQ tests. However, some critics believe these shifts may have opened the door to federal influence and even military interest.
Former students recall unequal access, where minority students were given partial access to GATE while others enjoyed full immersion. Some claim the program was used to test, isolate, or suppress children with intuitive abilities. They describe being given colored drinks that may have affected consciousness, and undergoing tests for telepathy, clairvoyance, and obedience.
Reports claim that once certain students began to “underperform,” their intuitive or psychic traits had been neutralized. A troubling assertion suggests that gifted minorities were monitored not for success, but containment.
As federal funding expanded through efforts like Project Open GATE, questions arose about data collection, defense contracts, and intelligence tracking within public education. Former GATE students suggest that obedience was rewarded while rebellion was punished—a potential blueprint for behavioral conditioning under the guise of education.
Though Julie Hume passed in 2022, her legacy is mixed—praised for her equity reforms, but still shadowed by the mysteries that followed. Today, the question remains: Was GATE a gift—or a gatekeeper?
Final thoughts: If even a fraction of these testimonies are true, the GATE program deserves further scrutiny—not just as an educational initiative, but as a case study in how systems of control can hide in plain sight.
References & Key Sources
Julie Hume’s 1993 reforms — LA Times, March 22, 1993
1992 magnet model & identification shift — LA Times, March 6, 1992
De Anza GATE minority enrollment data — LA Times, 1992 article
Statewide GATE demographics & imbalance — LA Times archives
Nationwide gifted program policy overview — NAGC & state education data
Prop 209 and UC admissions impacts — Public Policy Institute of California
https://www.latimes.com/archives/la-xpm-1992-03-06-me-3538-story.html
https://www.latimes.com/archives/la-xpm-1993-03-22-mn-13905-story.html
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