Do We Really Want to Get Better? Black Male Giftedness in the South: Lessons for Districts

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Improving State, District, and Local Policies and Programs to Better Serve Students (Table 12)

Abstract

Despite numerous equity measures, schools continue to under identify Black males for gifted programs, reflecting systemic failures and biases. This study evaluates Louisiana's "Data Driven Self-Assessment Improvement Monitoring" (DDSAIM) tool using Critical Policy Analysis and Capper and Frattura’s Integrated Equity Systems (ICS) framework to assess its effectiveness in improving Black male representation in gifted education. Preliminary findings reveal that the DDSAIM tool falls short in several areas: it lacks meaningful data disaggregation, does not ensure equitable service delivery, and provides insufficient action steps for improvement. The study suggests an integrated approach, centered on equity and comprehensive policy changes, is necessary for enhancing Black male giftedness in education. We close with lessons for district leaders.

Authors

• Heather L. Dunham-Roth, University of Louisiana at Lafayette

• Kevin Hislop, University of Louisiana at Lafayette