By the district’s account, fewer than 20% of the fourth graders invited to participate in advanced work classes were Latino, while 43% of those invited were white. Latino students account for roughly 42% of Boston’s 53,000 public school students - about twice the number as whites - but are vastly underrepresented in advanced courses. In Boston, the school committee voted this summer to expand eligibility to its exclusive exam schools and guarantee spots to high-achieving students from poor and disadvantaged neighborhoods. The Highly Capable Cohort program is fundamentally flawed, and it’s inherently racist,” Green said.ĭebates over the criteria for admission to advanced courses and elite schools predate the latest national discussion about racial inequities, but have intensified since the killing of George Floyd. She has called for more work to build environments that nurture the intellectual development of all the district’s 50,000 schoolchildren. The changes don’t go far enough for critics like Rita Green, the education chair of the Seattle Chapter of the NAACP. In addition to grades, the selection committee will consider testimonials from teachers, family and community members. The school board has approved changes that will do away with eligibility testing and make all grade schoolers automatically eligible for consideration for advanced instruction. In its own recent analysis, Seattle public schools found only 0.9% of Black children had been identified as gifted, compared with 12.6% of its white students. In Seattle, a schools superintendent who left her job in May sought to do away with the district’s Highly Capable Cohort program, as the district’s gifted and talented program is called, blaming it for causing de facto segregation. Critics of the push to eliminate them say it punishes high achievers and cuts off a prized opportunity for advancement, particularly for low-income families without access to private enrichment programs.
Gifted and talented programs aim to provide outlets for students who feel intellectually constrained by the instruction offered to their peers. Nationwide, 8.1% of white and 12.7% of Asian American children in public schools are considered gifted, compared with 4.5% of Hispanic and 3.5% of Black students, according to an Associated Press analysis of the most recent federal data. The additional students missing from those rolls, her study said, were disproportionately Black, Latino and Indigenous students. schools identified 3.3 million students as gifted and talented but that an additional 3.6 million should have been similarly designated. Gentry coauthored a study two years ago that used federal data to catalogue the stark racial disparities in gifted and talented programs. “I get the burn-it-down and tear-it-down mentality, but what do we replace it with?” asked Marcia Gentry, a professor of education and the director of the Gifted Education Research and Resource Institute at Purdue University. It’s a quandary that is driving the debate over whether to expand gifted and talented programs or abolish them altogether.
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Increasingly, parents and school boards are grappling with difficult questions over equity, as they discuss how to accommodate the educational aspirations of advanced learners while nurturing other students so they can equally thrive.
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