Pygmalion Effect: http://psych.wisc.edu/braun/281/Intelligence/LabellingEffects.htm
Every parent wants his/her kids to stand out. That is natural and understandable. Regrettably, some parents have more influence than others.
ALL kids have genius when we teachers are able (allowed?) to recognize that. Every good coach, teacher, and parent learns early on that kids will perform at a much higher level if someone in authority believes in them.
Public school teachers and administrators too often prefer those kids who start school already writing, reading, and computing because the schools don't have to work very hard to look successful.
Advanced math kids who have developed academic self-confidence at an early age should be accessing community college classes by age 15--they are not the kids who attend school for the Friday night games and the Prom, anyway.
THEREIN lies the real damage we can do to children--when we use our high schools to teach good kids all the phony ways that people can "succeed" and then expect them to study physics and Latin to show up well on the AP tests.
It is well past time to change the model of "1 teacher: 35 kids" for a whole year. Teams of teachers should alternate their classes and share the role of education provider for pools of kids. Outside resources should be sought and welcomed (and generally are, when the schools are doing their jobs).
It is also well past the time when district officials are able to choose people to be school administrators because they like them--people who were once librarians in the administration office or who won a state championship with a kid recruited from out-of-state. Public school officials should take some form of Hippocratic oath to first do no harm. Because "Learned Helplessness" is the opposite of the Pygmalion Effect: https://en.wikipedia.org/wiki/Learned_helplessness