Universal screening increases the representation of low-income and minority students in gifted education
Universal screening increases the representation of low-income and minority students in gifted education
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DOI：
10.1073/pnas.1605043113
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发表时间：
2016-11-29
影响因子：
11.1
通讯作者：
Giuliano, Laura
中科院分区：
文献类型：
--
作者：
Card, David;Giuliano, Laura
低收入和少数族裔学生在资优教育项目中的代表性严重不足。尽管许多州和学区努力通过改变资格标准来扩大参与范围，但差距仍然存在。对于持续存在的差距的一种解释是，识别天才学生的标准流程主要基于家长和老师的推荐，往往会错过来自代表性不足群体的合格学生。我们利用大城市学区在为二年级学生引入通用筛查计划后的经验来研究这一假设。在天才资格标准没有任何变化的情况下，筛选计划导致经济困难和少数族裔学生进入天才计划的比例大幅增加。将新发现的天才学生与那些在没有筛选的情况下被安置的学生进行比较表明，黑人和西班牙裔、免费/减价午餐参与者、英语学习者和女孩在传统的家长/老师推荐系统中都被系统地“低估”。我们的研究结果表明，家长和老师往往无法认识到贫困学生和少数族裔学生以及英语水平有限的学生的潜力。
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.