Tag » gifted

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  On the Nexus of Race, Disability, and Overrepresentation: What do we know? Where do we go?

  1/5/09 - National Institute for Urban School Improvement, , Equity Alliance at ASU

  The ethnic overrepresentation of students in special education programs in this country has been a recognized problem for more than 30 years. Simply defined, overrepresentation, or the disproportionate placement of students of a given ethnic group in special education programs, means that the percentage of students from that group in such programs is disproportionally greater than their percentage in the school population as a whole.1 Currently, African Americans tend to be significantly...

• A critique of critiques of gifted education.

  1/1/96 - Gallagher, J. J.

• According to Jim: The Disproportions of Abilities

  1/1/09 - Gallagher, James J.

  The article discusses the factors involved on the issue about disproportion which refers to the absence of minority students in the classroom of gifted students in the U.S. One main factor is an assumption of equality in ability between ethnic and racial groups at birth with no superior races involved. The author explains that the country's educational system is facing real differences in the development of intellectual abilities of students by school age which is a morally and socially...

• Achievement Gap vs. Acceleration

  1/1/04 - Johnsen, Susan

  The federal government's use of the phrase "achievement gap" to encourage policy, legislation, and state assessments is contrary to what educators in gifted education know is important to challenging gifted and talented students--acceleration. Although all children should be achieving at a level commensurate with their abilities, or at least at a minimum competency level, the concept of an "achievement gap" creates a "ceiling" so that the gap is reduced but at the expense of gifted and...

• Addressing the Achievement Gap Between Minority and Nonminority Children by Increasing Access to Gifted Programs

  1/1/04 - Olszewski-Kubilius, Paula, Lee, Seon-young, Ngoi, Mephie

  Project EXCITE is a collaborative program of a university-based gifted center and local school districts designed to prepare gifted minority elementary and middle school students for advanced tracks in math and science in high school. This paper describes the characteristics and components of the EXCITE program and gives data regarding the academic and school achievement of participating students over the past 3 years. Results showed that most of the students were retained in the program...

• Addressing the Achievement Gap Between Minority and Nonminority Children by Increasing Access to Gifted Programs

  1/1/04 - Olszewski-Kubilius, Paula, Lee, Seon-Young, Ngoi, Mephie, Ngoi, Daphne

  Project EXCITE is a collaborative program of a university-based gifted center and local school districts designed to prepare gifted minority elementary and middle school students for advanced tracks in math and science in high school. This paper describes the characteristics and components of the EXCITE program and gives data regarding the academic and school achievement of participating students over the past 3 years. Results showed that most of the students were retained in the program...

• Addressing the Achievement Gap Between Minority and Nonminority Children: Increasing Access and Achievement Through Project EXCITE

  1/1/06 - Olszewski-Kubilius, Paula

  Part of a special issue on underrepresented populations. The writer discusses Project Excite, which was developed with the aim of raising the achievement of gifted minority students in a large suburban school district of Chicago so that they could qualify for advanced programs and accelerated tracks in high school in math and science. After having discussed the elements of the project, she presents findings on the extent to which the project increased both minority student access to advanced...

• Another Look at the Achievement Gap

  1/1/08 - Ford, Donna Y., Grantham, Tarek C., Whiting, Gilman W.

  Many studies have been conducted on the achievement gap, with most findings pointing to how school and family variables affect Black students' achievement. Another body of work focuses on how social variables (i.e., peers) impact Black students' achievement, including how accusations of "acting White" affect the performance of Black students and contribute to the achievement gap. The current descriptive and exploratory study extends this work by examining peer pressure among Black students...

• Another look at the achievement gap: Learning from the experiences of gifted black students

  1/1/08 - Ford, Donna Y., Grantham, Tarek C., Whiting, Gilman W.

  Many studies have been conducted on the achievement gap, with most findings pointing to how school and family variables affect Black students' achievement. Another body of work focuses on how social variables (i.e., peers) impact Black students' achievement, including how accusations of "acting White" affect the performance of Black students and contribute to the achievement gap. The current descriptive and exploratory study extends this work by examining peer pressure among Black students...

• Another Look at the Achievement Gap: Learning From the Experiences of Gifted Black Students

  1/1/08 - Ford, Donna Y., Grantham, Tarek C., Whiting, Gilman W.

  Many studies have been conducted on the achievement gap, with most findings pointing to how school and family variables affect Black students' achievement. Another body of work focuses on how social variables (i.e., peers) impact Black students' achievement, including how accusations of "acting White" affect the performance of Black students and contribute to the achievement gap. The current descriptive and exploratory study extends this work by examining peer pressure among Black students...

• Are gifted girls motivationally disadvantaged? Review, reflection, and redirection

  1/1/02 - Dai, David Yun

  Over the past 2 decades, much research on gifted girls has revolved around the issue of whether they, compared to gifted boys, are motivationally disadvantaged in achievement settings. While research and anecdotal evidence seems to support this hypothesis, most recent educational statistics show the closing of the gender gap. In this article, the literature is reviewed and critiqued as to the existence of alleged gender differences, as well as task and social conditions, and putative...

• Closing the Achievement Gap: How Gifted Education Can Help

  1/1/06 - Ford, Donna Y.

  The writer discusses how gifted education can help close the achievement gap. She suggests that the underrepresentation of black and Latino students in gifted education should be discussed in efforts to both understand and close the achievement gap, asserts that too little attention has been paid to the achievement gap problem in gifted education, and proposes that although dozens of variables have been reported as contributing substantively to the achievement gap, increasing access to...

• Correlates of the underrepresentation of black students in classes for gifted students.

  1/1/89 - Serwatka, T. S., Deering, S., & Stoddard, A.

• Curriculum Planning & Instructional Design for Gifted Learners

  1/1/03 - Joyce VanTassel-Baska

• Desegration of gifted education programs: The impact of Brown on underachieving children of color.

  1/1/94 - Ford, D. Y., & Webb, K. S.

• Educational reform and gifted African American students.

  1/1/93 - Ford, D. Y., & Feist, S. M.