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

Abstract

<p id="d6555452e151">A longstanding concern about gifted education in the United States is the underrepresentation of minorities and economically disadvantaged groups. One explanation for this gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss many qualified students. Consistent with this hypothesis, we find that a universal screening program in a large urban school district led to significant increases in the numbers of poor and minority students who met the IQ standards for gifted status. Our findings raise the question of whether a systemic failure to identify qualified students from all backgrounds may help explain the broader pattern of minority underrepresentation in all advanced K−12 academic programs. </p><p class="first" id="d6555452e154">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. </p>