A newly released report, Is There a Gifted Gap?, by the Thomas B. Fordham Institute sheds further light on the many challenges gifted students from underserved populations face in being identified and served.
The report confirms our knowledge that students living in poverty, from racial and ethnic minorities, and who are English learners, are often overlooked for gifted programs.
Data taken from the U.S. Department of Education’s National Center for Education Statistics and the Office of Civil Rights shows that high-poverty schools are just as likely as low poverty schools to have gifted programs available. (See figure 1 from the report.) This key point highlights that the underrepresentation of gifted students from poverty backgrounds is not for lack of programs in high-poverty schools.
Figure 1. High-poverty schools are generally just as likely to have a gifted program as low-poverty schools.
The report should sound an alarm for all advocates for social justice and incite action for changes in policy that create supportive learning environments for all learners, especially for well qualified children from poverty and minority backgrounds who are repeatedly overlooked for gifted programming.
NAGC supports recommendations...