Educational Leaders: Are You Promoting or Hindering Equity in High-Ability Programs?

• In Event: Hilton Roundtable Session 20
  In Roundtable Session: Transforming Educational Leadership Preparation Through Critical Praxis

Abstract

This qualitative study pursued a threefold purpose: to identify how high-ability students in kindergarten through grade eight are identified and served in large, diverse Midwestern school districts; to examine any differences in the identification procedures and pedagogical practices utilized with culturally and linguistically diverse students and or those from low-income families; and to determine whether the districts’ procedures and practices are aligned to national standards and the recommendations for equitable programs. Utilizing a multiple site case study approach, four Midwestern school districts, each with a large and diverse student population, were identified. Data were gathered from in-depth interviews, district policies, district data, and artifacts. Results have implications for schools aiming to facilitate equitable student participation in high-ability programs.

Authors

• Patricia Elaine Sullivan-Viniard, LaGrange Highlands (Illinois) District 106

• Sandra G. Watkins, Western Illinois University

• Bridget Zhaohui Sheng, Western Illinois University