Beyond Identification Practices: Equity Initiatives That Address Barriers to Access to Accelerated and Advanced Learning

• In Event: Current and Promising Practices in the Identification of Gifted Students

Abstract

Equity and access to advanced learning opportunities have been issues of concern for the field of gifted education for decades. This study was designed to investigate how school districts have addressed educational equity through the lenses of school district administrators. Specifically, the researchers of this study interviewed administrators regarding highly capable programs, diversity in school personnel, communication procedures, challenges the district has experienced, and desired supports for their district. The findings of this study addressed a significant gap in gifted education research: actions taken by school districts to increase equity and access to advanced learning opportunities. Additionally, the findings from this study highlighted ways to serve Washington State school districts better and improve decision making processes regarding equity initiatives.

Authors

• Kristen N Lamb, University of Alabama

• Nancy B. Hertzog, University of Washington

• Albert B Balatico, University of Washington - Seattle