Anonymous wrote:Ok, so I read the article and can only conclude that we are all racist. Hispanic teachers identify more gifted Hispanics, but not gifted Black students. Black teachers identify more gifted Black students, but not more Hispanics. When more Black or Hispanic students are identified, there are less White students identified.

Not what the study said. At no point did it suggest that black teachers identify fewer gifted white students.

Ok, so I read the article and can only conclude that we are all racist. Hispanic teachers identify more gifted Hispanics, but not gifted Black students. Black teachers identify more gifted Black students, but not more Hispanics. When more Black or Hispanic students are identified, there are less White students identified.

Anonymous wrote:So how does explain the performance and being identified as "gifted" for Asians? I'm Asian and NEVER had an Asian teacher/prof until college.

Yes, and Asians are identified as gifted at twice the rate of White students.

The answer to this disparity isn't to stop identifying kids who have special learning needs due to giftedness, any more than that would be appropriate for kids with any other exceptionality that affects their learning. National Association for Gifted Children (nagc.org) has some info...

In fact, this has been a topic before about DCPS and what it does for bright students. On numerous occasions.

PP, why don't you find out what DCPS is doing for bright students because you clearly don't have a clue about the fact that you're incorrect.

Anonymous wrote:DCPS would say go to McKinley, Banneker or perhaps SWW once you get to high school.

And elem and middle school are not important. Again, the best and the brightest will likely have settled elsewhere. And the gifted folks at DCPS will once again look around and "how come we don't have more kids in middle school" and "Why do so many white/high SES/high edcuated families (of any color) leave the system before middle school" and "Its just a total mystery!"
sigh.

DCPS would say go to McKinley, Banneker or perhaps SWW once you get to high school.

so DCPS just ignores ALL gifted students in the name of fairness. if DCPS wants to retain bright kids (not necessarily even gifted but if you are above grade level in DCPS that makes you gifted compared to the kids two grades behind) then they must have more rigorous and separated classes for high achieving students. There is reason there is a brain drain after 4th grades in anything other than HRCS or WoTP elem.

So how does explain the performance and being identified as "gifted" for Asians? I'm Asian and NEVER had an Asian teacher/prof until college.

There's still apparently an enduring bias despite the attempt at multiple measures. Besides, most districts that do this spend most of their time just trying to identify kids rather than ensuring what the instruction they receive is actually up to par for a student that is high ability.

This surprises me. A lot of districts try really hard to admit students of color into gifted programs. Most districts also have a grade where everyone of all races are screened with a test of some kind. Committees typically even take into account home environment/educational opportunities when evaluating test scores and other data for underrepresented groups.

Not surprising

Disturbing

Brand new from the Washington Post's Emma Brown

http://www.washingtonpost.com/news/local/wp/2015/04/22/how-does-a-teachers-race-affect-which-students-get-to-be-identified-as-gifted/