New research

Study finds racial discrimination in school gifted programs

PHOTO: J. Zubrzycki
Students in Memphis attend a camp for CLUE, Shelby County's gifted program.

Black students are far less likely to be placed in gifted programs, even if they have the same test scores as their white peers and especially if their teacher is white, according to a new study by researchers at Vanderbilt University.

And at least partly to blame may be a teaching force that is mainly white, and the level of subjectivity that still goes into decisions about which students make the cut in gifted programs, the researchers say.

“It is startling that two elementary school students, one black and the other white with identical math and reading achievement, will have substantially different probabilities of assignment to gifted services,” said Jason Grissom, the lead author.

The study was based on data from more than 10,000 elementary school students across the nation.

The data showed that black students were 66 percent less likely and Hispanic students were 47 percent less likely than white students to be assigned to gifted programs.

While the white-Hispanic assignment gap could be attributed entirely to a difference in achievement test scores, black students were assigned to gifted programs half as often as white peers with identical test scores. But researchers found that black students with black teachers were three times more likely to be granted access to gifted programs.

Grissom said the findings don’t suggest white teachers tend to be racist. Other factors may come into play.

“Maybe students respond differently to teachers with backgrounds similar to their own,” he said, or maybe a parent is more likely to approach a teacher about opportunities in a gifted program if the teacher is the same race.

“The implication of all three of those is that you’re relying on discretion to start the process,” he said. “One implication of this study is that we need to reduce the amount of discretion.”

The Catch-22 is that other studies show that achievement tests don’t always do a good job of identifying gifted students of color.

“It’s an interesting problem,” Grissom said. “You have to be really thoughtful. One kind of policy change can create opportunities for disproportionalities to slip in somewhere else.”

The study’s findings could assist districts that are seeking to make their gifted programs more fair and inclusive.

In Metropolitan Nashville Public Schools, for instance, the district nearly doubled the percentage of newly identified gifted black students during the last year, from 12 percent last spring to 22 percent this year.

Schunn Turner, director of the district’s gifted program known as Encore, attributes the increase to  increased efforts to make parents aware of the opportunity — but there’s more work to be done.

“MNPS must still improve the overall representation of these groups in our  total enrollment numbers,” Turner said in an email, bolding the text for emphasis.

In Memphis, district leaders have tried to identify gifted students of color and in poverty as early as pre-kindergarten for inclusion in its program called Creative Learning in a Unique Environment, or CLUE.

When the district first started the program during the 1970s, leader Jo Patterson noticed that students with less resources at home were being left out, no matter how smart they were. So leaders began identifying younger students for enrichment programs such as trips to museums and other cultural activities in an effort to correct the disparity, a practice that continues today.

CLUE director Tommie Yelvington said she tries to ensure that students at all schools have access to gifted programs, and has upped the level of outreach to needier neighborhoods. Shelby County Schools also screens all of its students for gifted programs in the third grade, which Grissom said could help circumvent the problems of biases that arise when individual discretion plays too big a role.

“One of the most important things we do is to provide opportunities for all of our children,” Yelvington said.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.