Gifted and Talented Programs Don't Cause School Segregation: Uneven Enrollments, but Minor Impacts on Racial Separation

Autor/in	Thompson, Owen
Titel	Gifted and Talented Programs Don't Cause School Segregation: Uneven Enrollments, but Minor Impacts on Racial Separation
Quelle	In: Education Next, 23 (2023) 2, S.54-59 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Gifted Education; School Segregation; Enrollment; Racial Differences; Racism; Elementary School Students + Suchen Sie Ihr Suchwort? Einschulung; Rassenunterschied; Rassismus
Abstract	Racial segregation and racial gaps in student achievement in U.S. public schools are well-documented trends. So too are race-based differences in student enrollment in general-education versus gifted and talented programs. But are gifted and talented programs drivers of racial segregation? If so, to what extent? To explore these questions, the author looks 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. He focuses on the period between 2009 to 2018 to investigate and compare the racial compositions of gifted and talented and general-education programs. He then applies standard indices of racial segregation to determine the extent to which gifted programs contribute to within-school segregation. Overall, gifted and talented programs do disproportionately enroll more white and Asian students and fewer Black and Hispanic students. However, they have only a minor impact on racial segregation, in part because they enroll relatively small numbers of American schoolchildren. (ERIC).
Anmerkungen	Education Next Institute, Inc. Harvard Kennedy School, Taubman 310, 79 JFK Street, Cambridge, MA 02138; Fax: 617-496–4428; e-mail: Education_Next@hks.harvard.edu; Web site: https://www.educationnext.org/the-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01