![]() So, there are poorer Asians than there are African-Americans and African-Americans can’t afford test-prep? Their argument was completely destroyed when the New York City Government Poverty Measure ascertained that the Asian-American poverty rate in the city as of 2019, stood at 23.8%, which is higher than the African-American poverty rate in the city-20.5%. ![]() However, New York City Mayor Bill de Blasio and former Schools Chancellor Richard Carranza argued the test favors Asians because they are able to pay for test-prep courses, which African-American students cannot afford. The test is more of an assessment to see if the children can handle the curriculum.Ĭhildren who pass the test are 43% Asian, 36% Caucasian, 8% Hispanic/Latino, and 6% African-American. Every year, thousands of parents register their children for the “Gifted & Talented” test for admission into a G&T program or school. New York City is also destroying the last vestiges of meritocracy. “One of the most important things we do is to provide opportunities for all of our children,” Yelvington said.California laments, “In California in 2004-2014, 32 percent of Asian-American students were in gifted programs, compared with 8 percent of white students, 4 percent of black students and 3 percent of Latinx students,” reports the New York Post.Īpparently, intelligence does not exist and IQ is a form of white supremacy and was created to uphold “elitism.” 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. 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.ĬLUE 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. ![]() 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. “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. 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. 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. The study’s findings could assist districts that are seeking to make their gifted programs more fair and inclusive. One kind of policy change can create opportunities for disproportionalities to slip in somewhere else.” “It’s an interesting problem,” Grissom said. The Catch-22 is that other studies show that achievement tests don’t always do a good job of identifying gifted students of color. “One implication of this study is that we need to reduce the amount of discretion.” “The implication of all three of those is that you’re relying on discretion to start the process,” he said. ![]() ![]() “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. Grissom said the findings don’t suggest white teachers tend to be racist. But researchers found that black students with black teachers were three times more likely to be granted access 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. 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. ![]()
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