In my home state of Kentucky, gifted programs are mandated but only partially funded by the state. While more affluent families may be able to provide supplemental programs for their children to counteract some of these deficiencies, poor black families are simply, as Davidson Institute for Talent Development founders Jan and Bob Davidson explain, “stuck with the schools and districts they get.” It is a situation that causes many black students to fall through the cracks.Įven in districts where gifted and talented programming exists, the amount of funding provided by most states to serve high-achieving youth is dismal at best and, in some cases, nonexistent. Also, these districts often lack the community resources, sizable peer base, qualified teachers, advanced placement courses, or enhanced curricula necessary to serve as the backbone of gifted programming. Budget constraints have resulted in little or no funding for gifted programs, leaving many children without the opportunity to be pushed toward their academic potential. It is important to take into account these barriers when determining who is enrolled in gifted programming.īlack children living in low-income urban and rural communities are often concentrated in school districts that are struggling to stay afloat. Far too many individuals-from teachers to administrators to policymakers-fail to recognize the systemic barriers that prevent black students from participating in gifted and talented programs. Today, a year after its publication, I still believe in the power of intercommunity support, as well as in re-evaluating how schools identify gifted students. In my op-ed, I recommended changes in the identification process for gifted programs and improvements to the social supports to change the narrative when it comes to gifted black students. However, black students are too often left out of these programs-programs I credit with helping me become a confident student. Gifted and talented programs provide enrichment to the standard curriculum that challenges students and, ideally, helps them thrive. While each state has its own way of defining what it means to be gifted, the National Association for Gifted Children defines these children as those “who demonstrate outstanding levels of aptitude … or competence … in one or more domains.” That lonely existence continued during my first year at Indiana University, prompting me to write an op-ed last year that posed the question, “Why are there so few others here who look like me?”īlack students are 16.7 percent of the total student population in the United States, yet only 9.8 percent of the students in gifted programming are black, according to the U.S. Throughout my elementary and secondary school experience, I was always one of the few black students enrolled in gifted and talented programming in my southern Kentucky school district. Regular “Race and Beyond” columnist Sam Fulwood III asked Naomi Kellogg, a former student enrolled in a gifted and talented program, to share her thoughts on her experience. Today, the Center for American Progress hosts an event, “How Can Public Schools Better Support Talented Students of Color?”-a panel discussion on how schools can best ensure that talented students of color are adequately encouraged and supported. See also: Top 5 Ways for Public Schools to Better Support Talented Students of Color by Cherry Mullaguru
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