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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 “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 Total Gifted • 2008 75% 88.1% • 2009 74.4% 86.8% • 2010 69.8% 86.7% • 201170.5% 85.2% • 2012 67.8% 85% • 2013 68.4% 84.6%
Underrepresented Populations in San Juan BOCES – Fee and Reduced Total Population Gifted 2010 41.7% 19.8% 201139.4%24.1% 201244.1%21% 2013 46.4% 20.1%
Underrepresented Populations in San Juan BOCES - Gender Total Gifted 2011 Male 51.5%53.5% Female 48.1%46.5% 2012 Male 52.7% 54.1% Female 47.3% 45.9% 2010 Male 51.7% 55.4% Female 48.4%44.6%
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
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. • 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