I don't think I would be concerned about giftedness as a parenting issue if my child weren't in public school. We picked a program that claimed to be all about individuating curriculum, but somehow, that's not happening, and I think it's because my DS is strong in math and analytical skills rather than in language arts and reading. I actually had a teacher tell me that my son couldn't go on with arithmetic until the rest of the class was ready. It's almost like they don't know what "individuated curriculum" means, or understand that they committed to it, ha ha. (It's precisely that, actually.)
I think he's enjoying school at least as much if not more than I did at his age, even though my public school was a lot better at the whole individuation thing. Well, it's easy to individuate curriculum for a strong reader and independent writer with weak arithmetic in an open classroom, and my school in the 1970s had open classrooms. It's much harder to do it for someone who is ridiculously interested in and good at math, but needs help with reading and writing, in a totally regimented, here's-your-desk-sit-down classroom. His teachers keep some fun advanced math problems on hand for the kids after they finish the regular math work, and that's about the size of it.
On the plus side, though, my son enjoys standardized testing (!) loves the reward system they have for behavior management because it's all money and counting, and is getting a lot out of the few special innovative programs this school does have. The school is diverse and he's meeting all kinds of kids, and that's really great. He wouldn't be if we were homeschooling, or sending him to Jewish day school as we'd originally intended to do. It's probably a good thing we decided we didn't have the money to do the latter, considering where and what his intellectual gifts are.
So we're getting something out of school, and what we're not getting there, we're finding other places.