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Expanding access to gifted education

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Science  16 Dec 2016:
Vol. 354, Issue 6318, pp. 1388-1389
DOI: 10.1126/science.354.6318.1388-f

Universal screening using a nonverbal test of cognitive ability increased representation of minorities and economically disadvantaged students in school programs for gifted and talented children. Card and Giuliano show that in years before and after this screening process, when students had to be referred by teachers or parents for testing into gifted programs, the programs were disproportionately populated by students who were white and from higher-income neighborhoods. These results suggest that teachers and parents commonly fail to recognize potential among minorities, the poor, or those who have limited proficiency with the English language.

Proc. Natl. Acad. Sci. U.S.A. 10.1073/pnas.1605043113 (2016).

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