Category Archives: Equity

Access and Equity in Gifted Programs

Gifted students, unfortunately, too often face obstacles put in place by their own schools when trying to access gifted services and programs. These may include a mismatch between assessments and services offered. School administrators, faculty and staff may express a narrow view of exactly what constitutes giftedness and an individual student’s needs having had little exposure to PD regarding gifted education. Due to budgetary constraints, schools may not have challenging coursework or materials available for GT students.

Cultural and community mindsets can also present barriers for students who are identified as gifted, but then choose not to participate in the programs fearing repercussions from friends and family. Students become aware of negative stereotypes of what it means to be ‘smart’ at a very early age. Bullying by classmates can be a real hindrance when considering whether to avail themselves of gifted services.

Arguments based on ‘anti-intellectualism’ can result in stealth discrimination. Elimination of gifted programs can actually reduce potentially beneficial services for low-income and minority students. There’s no denying the dark history of using gifted education to segregate students. However, equity can’t be achieved by denying access to students who lack the resources to access opportunities outside of traditional schools. ‘Anti-intellectualism’ often relies on false assumptions such as eliminating gifted programs will allow more resources to be given to all students or that flexible ability grouping is the same as the archaic practice of tracking; it is not.

There are many ways the educational community as a whole can increase participation of underserved GT students by investing in quality gifted and talent development programs and providing PD for teachers and staff. Schools can provide multiple avenues for students to participate in and benefit from a variety of gifted services. They can reach out to parents through the creation of support groups and by providing information about available programs.

Teachers can seek PD opportunities in gifted education and obtain gifted certification which in turn raises awareness about the existence of giftedness across all cultures and economic groups. They must consider their own cultural biases and work to eliminate those which might interfere with how they see their students and their potential abilities.

Equity in gifted education cannot be achieved without addressing gaps in the performance and opportunities for underserved students. It begins with universal screening using tests that are culturally sensitive. Schools need to be proactive when working with underserved students by reaching out to families of color and low-SES and explaining to them what services are available and for whom. All classrooms should provide culturally responsive teaching (CRT) across all disciplines and use culturally authentic and responsive materials to encourage students to identify their strengths and interests.

A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

 Lisa Conrad About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

Academic Talent Lost to Racism and Poverty Hurts North Carolina, Speakers Say

Socioeconomic Status Dictates which Children Get into Gifted Programs

Culturally Responsive and Relevant Curriculum

Access and Equity in Gifted Programs

Effect of Local Norms on Racial and Ethnic Representation in Gifted Education

Mind Matters Podcast – Episode 21: Opening Doors to Diversity in Gifted Education

Discrimination in Gifted Education Must End

Inequities and Discrimination in Gifted Education: Why Hispanic and Black Students are Under-Represented and the Case of District U-46 (Ford) (pdf)

Addressing the ‘Gifted Gap’: Three Strategies

Equity Does Not Mean Everyone Gets Nothing: There’s a Better Way to Address New York City’s Gifted Gap

The Case for Gifted Education as an Equity Issue

Not All Gifted Children Are from Affluent Families

Recognizing, Supporting, and Nurturing Underserved Gifted Students: A Moral Imperative

Anti-Excellence Dog Whistles in the Education Media

How to Increase Access to Gifted Programs for Low-Income and Black and Latino Children

Anti-intellectualism (Wikipedia)

Gifted Education for Educators

Gifted Intervention Specialists Need to be a Visible Resource

Photo courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

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Performance-Based Assessments

 

Performance-based assessments provide a more realistic way of assessing skills which reflect real world lived experiences. Students need to be prepared for workplace environments that don’t rely on standardized evaluations. Employers seek out those who can demonstrate the ability to apply their skills and utilize their knowledge-base to identify and solve problems. Students need to be prepared to meet these challenges. Performance-based assessments showcase or measure a student’s use of higher order thinking and their ability to create products and complete processes.

Performance-based assessments provide a way for students to be able to apply knowledge across multiple disciplines and increase their worth as productive and valuable employees. Students learn to be contributing members to group work and able to develop viable action plans in new situations on a timely basis. Performance-based assessments make students more responsible for demonstrating what they have learned.

What are some drawbacks of performance-based assessments? These types of assessments can be difficult to conduct in larger classes as compared to standardized testing. They are more costly and time consuming which can be problematic in tight budget environments.

We know that standardized testing can affect outcomes for marginalized groups of students, but that doesn’t necessarily imply that performance-based assessments are a superior alternative. In order to better meet the needs of diverse learners, how project-based assessments are designed and implemented is a better indication that greater equity will be achieved. Performance-based assessments can benefit diverse learners when paired with technology, customization, teacher collaboration and professional development for teachers and staff.

How can teachers create performance-based assessments for their students? They must first have a clear and definable understanding of their subject matter and then be able to identify goals they intend to assess. Teachers should set course standards, be prepared to identify students’ learning gaps, design the course, provide materials and implement educational learning plans.

Performance-based assessments become authentic when they are considered meaningful and students are engaged. Consideration should be taken that the product created or final activity provides a way for students to demonstrate their understanding of the subject matter. Authentic assessments such as presentations, portfolios, performances or projects must be open-ended and open to multiple potential outcomes. A transcript of this chat is available at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZST/Noon AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

Performance-Based Assessment for 21st-Century Skills (Prufrock)

Performance-Based Assessment: Reviewing the Basics

Taking Teaching to (Performance) Task: Linking Pedagogical and Assessment Practices (pdf)

Stanford: What is Performance-Based Assessment? (pdf)

What is Performance-Based Learning and Assessment and Why is it Important?

Developing Assessments of Deeper Learning: The Costs and Benefits of Using Tests that Help Students Learn (pdf)

Authentic Ways to Develop Performance-Based Activities

Performance Based Assessment

Does Performance Based Assessment Produce Better Students?

Performance Assessment and Authentic Assessment: A Conceptual Analysis of the Literature (pdf)

Connecting Performance Assessment to Instruction: A Comparison of Behavioral Assessment, Mastery Learning, Curriculum-Based Measurement, and Performance Assessment (ERIC)

Fairness in Performance Assessment (ERIC)

Guidelines for the Development and Management of Performance Assessments (ERIC)

Developing and Implementing an Assessment Plan

Program-Based Review and Assessment (pdf)

Basic Steps of Program Assessment

Performance Based Assessment & Learning (YouTube 3:08)

Performance-Based Assessment: Meeting the Needs of Diverse Learners

Performance Assessment: A Deeper Look at Practice and Research

Cybraryman’s Assessments Page

Image courtesy of Pixabay   CC0 Creative Commons

Graphic courtesy of Lisa Conrad

Equity and Access to Gifted Education

gtchat 04122018 Equity

Minority students including African Americans and Hispanics; ELL (English Language Learners); as well as low SES (socio-economic status) students are often left out of gifted programs. Today, we also need to be aware of bias against LGBTQ students, children of military personnel, homeless, and most twice-exceptional students.

Barriers to gifted education include school district policies that fail to recognize and value cultural diversity. Presumptions about low-income and minority students are given too much credence by decision-makers. Twice/thrice-exceptional students may not be achieving at acceptable levels and thus barred from participation in gifted programs. Schools tend to focus on disabilities which may be masking abilities.

The identification process can affect equity. Identification of giftedness is too often based on outdated information or research that doesn’t take into account cultural diversity and the needs of ELL students. Parents and students need to be better informed by school districts about the benefits and opportunities afforded by participation in gifted programs.

There are laws already in place to change this situation. Gifted education has been successfully argued under civil rights legislation. Also, twice-exceptional students are often covered by special education regulations. The legality of participation in gifted education programs is often dependent on state laws and regulation. Parents and teachers should check with state or national gifted organizations for laws applying to their particular state or country.

Parents can make a difference in their school district. They are passionate about the education of their children. Parents of gifted children should learn the lessons provided by parents of special needs children who took their battles to the courts. Parenting a gifted child is hard work – parents should become knowledgeable about state regulations regarding gifted education and who their state congressional representatives are as well as their child’s school’s written gifted policies. Parents also need to learn the ‘chain of command’ in their school district. Start with the child’s teacher, then administrator; and if necessary, school board.

There are practical steps can educators and policy makers can take to increase equity in gifted programs. These include seeing possibilities rather than limitations, seeking solutions rather than dwelling on obstacles, emphasizing student’s strengths over weaknesses, and improving communications with parents. Policy makers and administrators need to provide cultural sensitivity training for all educators, high quality course offerings that are culturally sensitive and ELL compliant, and expand access to rigorous curriculum. Administrators should provide PD in gifted education which would aid in achieving accurate identification, increase out of school opportunities for most at-risk students and engage community support for expanded opportunities. A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Links:

Gifted Cubed: Race & Culture

Gifted Cubed Printable Color Brochure

Want to Make Gifted Education More Equitable? First, Be Aware of the Political Winds That Drove (and Derailed) Innovative Policies in These States

Perspectives on Equity in Gifted Education (pdf)

Bright, Talented, & Black: A Guide for Families of African American Gifted Learners (Amazon)

The Rare District That Recognizes Gifted Latino Students

NY: White Plains Schools Focus on Increasing Diversity in Advanced Courses after Fed Investigation

Access and Equity through Career and Technical Education

Enhancing Professional Learning Strategies to Increase Students from Diverse Cultural Groups Participation in Gifted Programs

Report Shows Widespread Lack of Support for High-Ability, Low-Income Students in U.S.

County Aims to Break Down Racial Barriers to Gifted Classes

Equal Talents, Unequal Opportunities 2nd Addition (pdf)

Norwalk Schools Reveal Gifted Program Redesign

What to Do About a Generation of ‘Lost Einsteins’

A New Majority Low Income Students Now a Majority In the Nation’s Public Schools (pdf)

Universal Screening in Gifted and Talented Identification: Implementation and Overcoming Challenges

Universal Screening Increases the Representation of Low-Income and Minority Students in Gifted Education

What if low-income, gifted students had the same support and connections as their affluent classmates?

5 Ways to Help Bright Low-Income Students to Excel

Report from National Center for Research on Gifted Education (pdf – PP)

Students in Poverty Less Likely to be Identified as Gifted

Effective Practices for Identifying and Serving English Learners in Gifted Education (pdf)

Parental Expectations for Asian American Men Who Entered College Early: Influences on their Academic, Career, and Interpersonal Decision-Making (pdf)

Recruiting and Supporting Underrepresented Students in Gifted and Talented Programs (pdf)

Identifying Gifted and Talented English Language Learners (pdf)

Underrepresentation of Minorities in Gifted and Talented Programs: A Content Analysis of Five District Program Plans (pdf)

Underrepresentation of Culturally Different Students in Gifted Education: Reflections About Current Problems and Recommendations for the Future (pdf)

Equitable Access for Underrepresented Students in Gifted Education (pdf)

Minority Students Underrepresented in Gifted Programs

Can Universal Screening Increase the Representation of Low Income and Minority Students in Gifted Education? (pdf)

Underrepresentation of Black and Hispanic Students in Gifted Programs (YouTube 5:14)

Building Diversity in Gifted Programs (TEDxABQED 6:41)

To Be Young, Gifted and Black (Amazon) Excerpt (pdf)

Young, Gifted and Black: Meet 52 Black Heroes from Past and Present (Amazon)

Income, Race Big Factors in Rates of ‘Gifted’ Students

Multicultural Gifted Education, 2nd ed. (Amazon)

Image courtesy of Pixabay  CC0 Public Domain

Graphic courtesy of Lisa Conrad.

 

 

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