{"id":56611,"date":"2021-03-26T16:03:11","date_gmt":"2021-03-26T23:03:11","guid":{"rendered":"https:\/\/world.edu\/?p=56611"},"modified":"2021-03-26T16:03:42","modified_gmt":"2021-03-26T23:03:42","slug":"ending-testing-for-new-york-citys-gifted-program-may-be-another-blow-to-black-and-latino-students","status":"publish","type":"post","link":"https:\/\/world.edu\/ending-testing-for-new-york-citys-gifted-program-may-be-another-blow-to-black-and-latino-students\/","title":{"rendered":"Ending testing for New York City\u2019s gifted program may be another blow to Black and Latino students"},"content":{"rendered":"

 <\/p>\n

After years of relying on a single controversial test at age 4 for admission to their gifted programs, New York City schools are about to embark upon a new way to identify gifted students.<\/p>\n

The city\u2019s Department of Education announced in February that it would\u00a0stop testing students<\/a>\u00a0for its gifted program, which places top students in schools with curriculum designed for high academic achievement. Instead, preschool teachers will refer students for consideration.<\/p>\n

The city\u2019s new schools chancellor, Meisha Porter<\/a>, who was named to that post March 15, has said that overhauling the gifted and talented system is one of her\u00a0top priorities<\/a>. That means the new system likely won\u2019t be long-term, though there\u2019s still reason to be concerned.\u00a0Research has shown<\/a>\u00a0that teacher referrals tend to lead to fewer Black and Hispanic students\u2019 qualifying for gifted programs, though Black teachers refer Black students more equitably.<\/p>\n

As an\u00a0education researcher<\/a>\u00a0who studies how test data can help teachers tailor their lessons to students\u2019 needs, I believe gifted education is a vital service to help students with exceptional academic ability realize their full potential.<\/p>\n

A fraught program to begin with<\/strong><\/h3>\n

NYC\u2019s old system was\u00a0rife with inequities<\/a>\u00a0and is due for an overhaul. But I worry the new system will be another blow to children and families of color \u2013 a group that has already\u00a0suffered disproportionately<\/a>\u00a0during the pandemic.<\/p>\n

That\u2019s not because the system was an exemplar of best practices, but because the system\u2019s practices were so\u00a0consistently criticized<\/a>\u00a0by gifted education experts. Its\u00a0visible failures in equity<\/a>\u00a0could sway public opinion against gifted programs more broadly.<\/p>\n

Here are the key criticisms equity advocates had of New York City\u2019s gifted and talented identification process:<\/p>\n

1. It tested young children for high-stakes decisions<\/strong><\/h4>\n

For years, advocates for students in NYC\u00a0have argued<\/a>\u00a0that using high-stakes tests on 4-year-olds to determine their school placement for the entire K-12 experience is unfair. It\u00a0disadvantages students who didn\u2019t attend academic-style pre-K<\/a>\u00a0or early enrichment programs.<\/p>\n

Researchers have also demonstrated how\u00a0access to information<\/a>\u00a0added to the advantage some parents had in New York City. These parents knew about the testing process, signed up for the testing at higher rates, and could pay for test prep programs to optimize their children\u2019s chances of selection.<\/p>\n

2. It used \u2018one and done\u2019 identification<\/strong><\/h4>\n

The\u00a0standards<\/a>\u00a0from the National Association for Gifted Children, a leading organization promoting gifted education, emphasize that students should have opportunities throughout their K-12 education to demonstrate the need for advanced or accelerated instruction \u2013 usually provided through gifted education services.<\/p>\n

Any test administered at age 4 will quickly cease to provide useful information, as\u00a0students develop at different rates<\/a>. Some accelerate during the elementary or high school years, while others who initially looked precocious settle into average achievement.<\/p>\n

A\u00a02006 study<\/a>\u00a0showed that of the students who scored in the top 5% on a test in one year, about half will score in the top 5% the next year. In other words, if they were tested again the following year, up to half of \u201cgifted\u201d students wouldn\u2019t make the cut.<\/p>\n

3. It limited which students fully realize their potential<\/h4>\n

Selecting students for a full-time gifted program means that students who excel in one or more academic areas, such as English and verbal expression, but not in others, such as math or science, will be overlooked.<\/p>\n

Among highly able students, research suggests\u00a0at least 15%<\/a>\u00a0have at least one academic area that is markedly weaker than their others.<\/p>\n

Impact on lower-income families<\/strong><\/h3>\n

As news reports have drawn\u00a0national attention<\/a>\u00a0to New York City\u2019s decisions,\u00a0activists<\/a>\u00a0have called for dismantling these types of programs\u00a0across the country<\/a>.\u00a0They argue<\/a>\u00a0that gifted programs are unnecessary, and that regular classroom teachers can serve all students at once.<\/p>\n

But research shows that\u00a0many students<\/a>\u00a0start the school year performing well above grade level and are left to become bored and\u00a0not reach their full potential<\/a>.<\/p>\n

And when public schools don\u2019t offer services to high-achieving students, it\u2019s natural that many parents in high-income families will seek out private services and additional opportunities for their children. Kids from low-income families, however, have\u00a0fewer options to supplement<\/a>\u00a0their school experience.<\/p>\n

By failing students with advanced academic needs who come from underrepresented groups, New York City\u2019s Department of Education risks losing the entire gifted program. I believe new solutions must be systemic and targeted \u2013 like those taking place\u00a0outside Chicago<\/a>\u00a0that have expanded the number of students served by these programs and give all students full consideration to identify their academic talents. An overhaul is possible, but it has to start with evidence-based practices, not quick fixes.<\/p>\n

Author Bio: <\/strong>Joni Lakin is Associate Professor of Educational Studies at the University of Alabama<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

  After years of relying on a single controversial test at age 4 for admission to their gifted programs, New York City schools are about to embark upon a new way to identify gifted students. The city\u2019s Department of Education announced in February that it would\u00a0stop testing students\u00a0for its gifted program, which places top students […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":56612,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[366274],"coauthors":[11733],"class_list":["post-56611","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-gifted-programs"],"acf":[],"yoast_head":"\nEnding testing for New York City\u2019s gifted program may be another blow to Black and Latino students - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/ending-testing-for-new-york-citys-gifted-program-may-be-another-blow-to-black-and-latino-students\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Ending testing for New York City\u2019s gifted program may be another blow to Black and Latino students - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"  After years of relying on a single controversial test at age 4 for admission to their gifted programs, New York City schools are about to embark upon a new way to identify gifted students. 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