Inclusion in school gifted programs

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Science  03 Jun 2016:
Vol. 352, Issue 6290, pp. 1186
DOI: 10.1126/science.352.6290.1186-b

In the United States, teacher recommendations are crucial in deciding which students will be referred for placement in gifted programs. Nicholson-Crotty et al. used data from a nationally representative early childhood study to look at factors underlying differences in placement. Self-identified black students were recommended more by black teachers, but recommendation was not increased by having more black teachers in the school. The authors propose that more minority teachers be hired and that all students automatically be considered for gifted programs.

J. Publ. Adm. Res. Theory 10.1093/jopart/muw024 (2016).

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