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Gifted and Talented Programs Don’t Cause School Segregation

Education next, 2023-04, Vol.23 (2) [Peer Reviewed Journal]

2023. Notwithstanding the ProQuest Terms and conditions, you may use this content in accordance with the associated terms available at https://www.educationnext.org/sub/user-agreement ;ISSN: 1539-9664 ;EISSN: 1539-9672

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  • Title:
    Gifted and Talented Programs Don’t Cause School Segregation
  • Author: Thompson, Owen
  • Subjects: Asian students ; Black students ; Civil rights ; Data collection ; Desegregation ; Elementary schools ; Enrollments ; Gifted children ; Gifted education ; Hispanic Americans ; Hispanic students ; Minority students ; Nontraditional Education ; Peers ; Public schools ; Race ; Racial Segregation ; School districts ; Segregation ; Teacher Characteristics
  • Is Part Of: Education next, 2023-04, Vol.23 (2)
  • Description: No Major Effect on Enrollments When Gifted Programs Start or End (Figure 3) Gifted and Talented Enrollment by Race (Figure 1) Gifted and Talented Enrollment by Race (Figure 1) Minimal Impacts on Segregation From Eliminating Gifted and Talented Programs (Figure 2) For decades, gifted and talented programs have offered small, selected groups of students enrichment and faster-paced lessons. To explore these questions, I look at the federal education department’s Civil Rights Data Collection surveys, which provide detailed data on the existence and racial composition of gifted and talented programs at virtually every elementary school in the United States. Data and Method My analysis is based on data from the U.S. Department of Education’s Civil Rights Data Collection surveys, which are conducted biennially and are mandatory for virtually every public school in the country. Black students account for 11 percent of gifted and talented students but 17 percent of non-gifted enrollments, while Hispanic students account for 19.8 percent of gifted and talented students but 25.5 percent of non-gifted enrollments. Because the racial composition of many gifted and talented programs does not resemble schools’ overall enrollment, critics have argued that such programs essentially constitute independent, racially segregated programs within supposedly integrated schools.
  • Publisher: Cambridge: Education Next Institute
  • Language: English
  • Identifier: ISSN: 1539-9664
    EISSN: 1539-9672
  • Source: AUTh Library subscriptions: ProQuest Central
    Alma/SFX Local Collection
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