Study Shows Gifted Programs Are Racially and Economically Bias Towards Black & Latino Kids

FILE - In this Feb. 12, 2015 file photo, seventh-grade students take part in a trial run of a new state assessment test on laptop computers at Annapolis Middle School in Annapolis, Md. The new test, which is scheduled to go into use  is linked to the Common Core standards, which Maryland adopted in 2010 under the federal No Child Left Behind law, and serves as criteria for students in math and reading. In the Republican roar over Common Core, various myths are being peddled as fact. Even so, the 2016 GOP presidential prospects who are criticizing Common Core have a point _ if an overstated one _ when they dispute the notion that it is strictly a voluntary initiative that bubbled up from communities and states.  In complicated but unmistakable ways, the federal government does put pressure on states to live up to the standards.  (AP Photo/Patrick Semansky, File)
FILE - In this Feb. 12, 2015 file photo, seventh-grade students take part in a trial run of a new state assessment test on laptop computers at Annapolis Middle School in Annapolis, Md. The new test, which is scheduled to go into use  is linked to the Common Core standards, which Maryland adopted in 2010 under the federal No Child Left Behind law, and serves as criteria for students in math and reading. In the Republican roar over Common Core, various myths are being peddled as fact. Even so, the 2016 GOP presidential prospects who are criticizing Common Core have a point _ if an overstated one _ when they dispute the notion that it is strictly a voluntary initiative that bubbled up from communities and states.  In complicated but unmistakable ways, the federal government does put pressure on states to live up to the standards.  (AP Photo/Patrick Semansky, File)

Is your child the only Black kid in their school’s gifted and talented program?

Well new studies are now revealing that gifted and talented programs are leaving out minority and children from poverty-stricken families, and letting in more Caucasian, affluent, or Asian kids than they do Black and/or poor children.

Via: ThinkProgress

When you look at the odds of a student of color getting into a gifted program compared to a white student, the disparities are pretty striking. The odds of a black student getting into a gifted and talented program are 66 percent lower than they are for a white student student, according to a study published earlier this year in AERA Open, a peer-reviewed publication of the American Educational Research Association. Latino students’ odds are 47 percent lower compared to white students. For Asian students, however, the odds of assignment into a gifted and talented program are 44 percent higher than for white students.

Low-income students, black and Latino students, and English language learners have a few barriers that make it harder for them to get into gifted classes. For example, the IQ tests required to gain entry focus a lot on vocabulary, which is harder for students whose families haven’t fully learned English, aren’t using complex sentences, or use a different vernacular. If you’re a black or Latino student, racial bias may prevent teachers from noticing your intelligence and recommending you for testing.

Even beyond that, affluent families have the resources to give their kids an extra edge. They can better prepare their children for IQ tests by paying for practice tests and sending them to private psychologists, who may identify more gifted students. Card said earlier research he conducted in 2014 found a huge spike in IQ scores at 130 points for non-disadvantaged students that would suggest influence from private psychologists.

“If you look at the scores of kids who are tested by private psychologists, you see a huge number of kids who just barely pass [to get into the programs]. So it looks like the private psychologists are basically gaming the system, and I think almost everybody knows that that’s true,” said David Card, a professor of economics at the University of California, Berkeley and a co-author of a new study examining how gifted classes can benefit non-gifted students.