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Underrepresented Populations in Gifted Education

Underrepresented Populations in Gifted Education . “Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.”. A Few Statistics. Hispanic students are underrepresented in gifted education by 42%

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Underrepresented Populations in Gifted Education

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  1. Underrepresented Populations in Gifted Education “Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.”

  2. A Few Statistics • Hispanic students are underrepresented in gifted education by 42% • African American students are underrepresented in gifted education by 41% • Black and Hispanic students are less than half as likely to be in gifted programs as White, American Indian or Asian students (Carolyn Callahan)

  3. Underrepresented Populations in San Juan BOCES% Caucasian Total Gifted • 2006 75.5% 89.2% • 2007 74.9% 90% Began wide-net screening instead of referrals only • 2008 75% 88.1% • 2009 74.4% 86.8% • 2010 69.8% 86.7%

  4. Underrepresented Populations in San Juan BOCES – Fee and Reduced Total Population Gifted 2008 20.1% 16.7% 2009 32% 11.9% 2010 41.7% 19.8%

  5. Underrepresented Populations in San Juan BOCES - Gender Total Gifted 2008 Male 50.8% 55.6% Female 49.2% 44.4% 2009 Male 51.7% 54.9% Female 48.3% 44.8% 2010 Male 50.7% 53.9% Female 49% 46.8%

  6. Why are these populations under identified? • According to research: • Limited concept of “giftedness” • Limited assessment techniques and/or instruments • 1 shot paper/pencil assessments, inherent biases in policies and procedures • Lack of exposure to higher levels of rigor and creativity • Lack of understanding by staff and/or families about characteristics of gifted students

  7. Low SES Information • It appears that SES, not race or family structure produces the differences noted…such as discrepancies in cognitive scores, vocabulary development, student achievement and reading levels. • Poverty and Potential: Out of School Factors and School Success

  8. A Quiz • Do you know which churches and sections of town have the best rummage sales? • Do you know which grocery stores’ garbage bins can be accessed for thrown away food? • Do you know how to keep your clothes from being stolen at a laundromat? • Do you know how to live without a checking account? • Do you know how to live without electricity and a phone? • Do you know what to do when you don’t have money to pay your bills? • Do you know how to feed 8 people for 5 days on $25? • Do you know where the free medical clinics are? • Are you very good at trading and bartering? • Do you know how to get food stamps?

  9. Do you know… • Do you know the poverty statistics for your county, for your district? If a large district, for your school? • “History and experience tell us when the economy is bad and unemployment rises, children don’t do well.” • Washington Post, 2008

  10. How does this impact identification? • “Poverty is not just about money, but the “extent to which an individual does without resources.” • Ruby Payne

  11. Weighing Factors - Identification Move From • Cut-off scores • Questioning eligibility • Relying on quantitative measures • Recommendations • Nominations • Equality • Reliance on school work Move To • Preponderance of evidence • Providing support • Relying on qualitative measures • Perceptions • Whole-class screening • Equity • Consideration of environmental factor

  12. Consider Three major differences in the literature that distinguish gifted students from non-gifted students: • The ability to learn at a faster pace • The ability to find, solve, and act on problems • The ability to manipulate abstract ideas and make connections.

  13. Examples… • May be expressive and creative with language, but may use short phrases, poor syntax, limited vocabulary so talent may be missed. • Student may know how to manipulate to avoid anger or violence, spontaneously make up stories to avoid trouble • Student may be associated with negative behavior and can be overlooked or dismissed.

  14. Why ID Kids • The “label” of gifted indicates a need for special educational programming over time. • Mobility factors • Asynchronous development • Unobstructed pathways for accelerated achievement • Address social/emotional needs • Support during difficult times • Student engagement in school/connections • High expectations in student strength area(s)

  15. Handout • Review handout listing characteristics of gifted students from poverty • Can you think of more characteristics? • Can you think of a student you’ve had in your class in the past who might fit many of these characteristics? • Can you think of supports in your school that will help these students achieve success?

  16. What are we going to do next? • Check your district’s demographic data over time and identify trends in demographics • Check gifted student achievement data over time and identify trends • Consider and disaggregate by… • Gender, ethnicity, poverty • Course selection and gender, ethnicity, poverty Conduct an annual wide-net screening at one or more grade levels Identify supports for a talent pool of low SES students

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