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Universal screening increases the representation of low-income and minority students in gifted education

Card, David ; Giuliano, Laura

Proceedings of the National Academy of Sciences - PNAS, 2016-11, Vol.113 (48), p.13678-13683 [Periódico revisado por pares]

United States: National Academy of Sciences

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  • Título:
    Universal screening increases the representation of low-income and minority students in gifted education
  • Autor: Card, David ; Giuliano, Laura
  • Assuntos: Child ; Child, Gifted - education ; Child, Preschool ; Ethnic Groups - education ; Female ; Gifted education ; Humans ; Male ; Mass Screening ; Minority Groups - education ; Minority students ; Parents & parenting ; School districts ; Social Sciences ; Socioeconomic Factors ; Teachers
  • É parte de: Proceedings of the National Academy of Sciences - PNAS, 2016-11, Vol.113 (48), p.13678-13683
  • Notas: ObjectType-Article-1
    SourceType-Scholarly Journals-1
    ObjectType-Feature-2
    content type line 23
    Author contributions: D.C. and L.G. designed research, performed research, contributed new reagents/analytic tools, analyzed data, and wrote the paper.
    Edited by Greg J. Duncan, University of California, Irvine, CA, and approved October 12, 2016 (received for review March 27, 2016)
  • Descrição: Low-income and minority students are substantially underrepresented in gifted education programs. The disparities persist despite efforts by many states and school districts to broaden participation through changes in their eligibility criteria. One explanation for the persistent gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss qualified students from underrepresented groups. We study this hypothesis using the experiences of a large urban school district following the introduction of a universal screening program for second graders. Without any changes in the standards for gifted eligibility, the screening program led to large increases in the fractions of economically disadvantaged and minority students placed in gifted programs. Comparisons of the newly identified gifted students with those who would have been placed in the absence of screening show that Blacks and Hispanics, free/reduced price lunch participants, English language learners, and girls were all systematically “underreferred” in the traditional parent/teacher referral system. Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency.
  • Editor: United States: National Academy of Sciences
  • Idioma: Inglês
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