Improving the Diversity of the Primary Talent Pool: Evidence From the Reaching Academic Potential Project

• In Event: 25.058 - Challenging All Advanced Learners: Research Insights From Projects Funded by the Jacob K. Javits Program

Abstract

The concern that high-ability students from underrepresented populations are not being identified or having their needs met is both a concern and priority in the field (Castellano & Frazier, 2010; National Association for Gifted Children, 2011). Addressing the lack of resources and experiences needs to begin early. Despite the state having 58% of students who qualify for free/reduced lunch (FRL), only 43% of students in our state’s PTT and only 33% of students in gifted programs qualify. In the state’s largest district, the underrepresentation of low-income students is even greater, with a district FRL rate of 64% but gifted programming FRL rate of 33%! Similarly, Black students make up 11% of state enrollment but only 7% of state PTT and 5% of state gifted programming. In the largest school district, the differential is stark – with a district of 37% Black students but a gifted program of only 16%. Similarly, English Language Learners (ELL) represent 3% of state enrollment, 2% of PTT, and only 0.1% of gifted programs.
The objective of this study was to examine whether implementing the Young Scholars Model (YSM; Advanced Academic Programs [AAP] Office, 2013; Horn, 2014) results in identifying a more diverse primary talent pool (PTT) and to examine the ability and achievement of that pool. K-2 teachers received training on identifying students for the PTT using Response Lessons (AAP Office, 2013) designed to elicit gifted behaviors and on the Gifted Behavior Rating Scale (GBRS; Shaklee, 2002). They then identified students in their classes for the PTT. In prior years, teachers did not receive training and primarily relied on test scores to identify students. We compared the PTT from the past several years to the current PTT in nine schools, examining the differences in representation of students who receive FRL, are Black, or are ELL. Additionally, for students identified this year, we examined how teachers rated their gifted behaviors, their nonverbal ability, and their mathematics and reading achievement and whether these assessments significantly varied based on whether students received FRL, identified as Black, or were an ELL.
The school district provided historical data regarding the make-up of the PTT for each of the nine schools in the project. Additionally, the new cohort in the PTT completed the Naglieri Nonverbal Ability Test and the Measures of Academic Progress – reading and mathematics, and their teachers’ completed the GBRS for each student. The implementation of the YSM has resulted in both a more diverse and larger PTT. These students enter the program with a range of academic achievement and abilities. Some differences are found by subgroup on the measures.
This study indicates that training teachers and moving away from a PTT that was primarily test-based resulted in the identification of and services for not only more students but a more diverse pool of students. Because the students are not identified by a traditional measure and have a range of experiences, the need for differentiation and programming for these students in the primary grades becomes evident.

Authors

• Jill L. Adelson, University of Louisville

• Kate E. Snyder, Hanover College

• Caroline Pittard, University of Louisville

• La'Tonya Frazier, Jefferson Co. Public Schools

• Haley York, University of Louisville