“There’s just a lot of variation, not just in identification strategies but also in programming,” Grissom said. However, students in wealthier schools remained more than twice as likely to actually enroll in gifted education-12.7 percent of them participated, compared to 5.8 percent of students in high-poverty schools as of 2016. Fordham Institute found that from 2012-2016, during the time of Grissom’s study, the percentage of schools with gifted programs nationwide declined overall, but the percentage in high-poverty schools actually rose slightly, from 67.9 percent to 68.1 percent. A separate study published this spring in the Journal of Advanced Academics, Christopher Yaluma of Ohio State University and Adam Tyner of the Thomas B. The new findings come at a time when gifted services appear to be declining. They used teacher reports to identify when academically talented students received gifted education services in reading, math, or other areas, and compared both their academic progress and their attendance and engagement in school in those years, to the years the same students did not participate. Grissom and Redding used federal data to track a nationally representative sample of more than 18,000 gifted students who began kindergarten in the 2010-2011 school year through their 5 th grade year. “So now we show that maybe also, we need to think about what’s happening in how students are being served once they’re in the door.” “From a policy point of view, if you’re taking it from the 20,000-foot view, I think this is raising questions about what’s happening with the typical gifted services approach, though there are lots of individual programs out there with positive evidence,” Grissom said. He co-wrote the study with Christopher Redding, an assistant education professor at the University of Florida. “We’ve been talking a lot about issues of representation and access-how do we fix the systems that are essentially giving very little access to students of color or low-income students for these programs-and thinking so with the assumption that if we can get people across the threshold and into the program, then they’ll realize all of these benefits,” said Jason Grissom, a professor of public policy and education at Vanderbilt University’s Peabody College and faculty director of the Tennessee Education Research Alliance. While the typical gifted education services give a small boost to students’ reading performance on average-and a minimal bump for math-those benefits accrue most to high-income and white students, according to the research released at the American Educational Research Association conference earlier this month. The programs have to serve those students well, too. It’s not enough for schools to provide more opportunities for talented low-income students and students of color to enter existing gifted education programs, new research suggests.
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