Transcript 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%
• 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)
Underrepresented Populations in
San Juan BOCES
% Caucasian
• 2006
• 2007
Total
75.5%
74.9%
Gifted
89.2%
90%
Began wide-net screening instead of referrals only
• 2008
• 2009
• 2010
75%
74.4%
69.8%
88.1%
86.8%
86.7%
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%
Underrepresented Populations in
San Juan BOCES - Gender
Total
2008
Male
Female
2009
Male
Female
2010
Male
Female
Gifted
50.8%
49.2%
55.6%
44.4%
51.7%
48.3%
54.9%
44.8%
50.7%
49%
53.9%
46.8%
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
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
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?
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
How does this impact identification?
• “Poverty is not just about money, but the
“extent to which an individual does without
resources.”
• Ruby Payne
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
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.
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.
Why ID Kids
• The “label” of gifted indicates a need for special
educational programming over time.
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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)
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?
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