21 Feb Denver Public Schools Is Identifying More Students of Color as Highly Gifted, but Big Disparities RemainFebruary 21, 2017
By: Ann Schimke
In the second year of an effort to provide students of color greater access to Denver Public Schools’ magnet programs for highly gifted students, white and Asian students continue to be over-identified and Hispanic and black students continue to be under-identified.
The district did see a small bump in the percentage of black students identified as highly gifted after testing this year. But the percentage of Hispanic students identified — after a sizable jump in the first year of universal testing — stayed flat.
In short, while Hispanic and black students make up 69 percent of students districtwide, they make up just 29 percent of the population identified as highly gifted by the district’s new universal testing system. Highly gifted students are a subset of gifted students, and in DPS are eligible for nine specialized magnet programs, including one at the highly sought-after Polaris at Ebert Elementary.
The lack of diversity in Denver’s highly gifted program reflects the difficulty school districts nationwide face in trying to ensure their gifted programs reflect the complexion of their populations.
In January, New York City officials launched a task force to investigate persistent inequities in gifted education there and last year debate sprung up in Maryland’s largest school district after a report on school choice recommended controversial changes to promote greater racial equity in its highly gifted magnet programs.
While experts say that gifted students are found among all racial and ethnic groups, schools’ identification practices have historically favored upper-income white students. Until recently, Denver’s identification system typically required in-the-know parents who could seek out special testing for their kids.
“We’re kind of digging out of having that application-driven process,” said Rebecca McKinney, director of the district’s gifted and talented department. “It’s going to take us quite a few years.”
Last year, DPS launched a universal screening program that tested every kindergarten, second- and sixth-grade student for giftedness.
This year, it has formalized a program called the “talent pool” that gives kids who weren’t identified as gifted — but could be later — access to gifted services.
With gifted services set aside for about 10 percent of students at a school, talent pool students are added at schools where smaller percentages of students are designated as gifted. The idea is to ensure that each talent pool reflects the racial and ethnic diversity of the school.
McKinney said while the talent pool concept has existed in some form for years, now for the first time, students in the pools will be formally tracked to see how much growth they achieve and whether they end up getting officially identified as gifted.
Unlike highly gifted students, who are eligible for special magnet programs, gifted students in DPS receive extra services at their home schools.
Last year, after the first round of universal screening, district officials were heartened by increases in the proportion of Hispanic students identified as highly gifted. About 25 percent of students in that category were Hispanic, double their percentage in the highly gifted population the year before.
For black students, who make up about 13 percent of students districtwide, the first round of universal screening made almost no difference. They comprised 3 percent of the highly gifted pool — almost exactly the same as before universal screening began.
But things improved a bit this year, with about 5 percent of black students identified as highly gifted in the screening last fall.
“We’re still definitely not where we want to be,” McKinney said.
She said certain factors, such as low-income status or English-language learner status, can mask giftedness when students are screened. District officials have looked into having classroom teachers instead of gifted and talented teachers give the screenings because research shows students do better when they are familiar with the adult administering the assessment.
The district is also investing more in training for teachers and parents. Last August, the district brought in Joy Lawson Davis, a prominent advocate of diversity in gifted education, to provide teacher training.
Lawson Davis, a board member with the National Association for Gifted Children, will return in March for a training at Greenlee Elementary and an evening event focused on engaging parents as advocates for gifted children.
While Lawson Davis’s parent night will focus on black parents, McKinney said she plans to seek out speakers who can lead similar events for Hispanic parents.