ACCESS

 

Objectives

1. Understand concepts of universal access, equity, and proportionality.
2. Understand the difference between underrepresentation and disproportional representation.
3. Understand which particular source of underrepresentation Optimal Identification addresses as well as those that it does not address.
4. Be able to calculate representation indices in their own district's gifted population.

 

Learning Tasks

1. Watch Goal 2 Module 5 Part I Video
2. Watch Goal 2 Module 5 Part II Video
3. Watch Goal 2 Module 5 Part III Video
4. Complete Goal 2 Module 5 Application Activity (recommended)
5. Read Goal 2 Module 5 Additional Resources (recommended)

GOAL 2 MODULE 5 PART I

Watch the following video over access (Part I).

 

 

 

GOAL 2 MODULE 5 PART II

Watch the following video over access (Part II).

 

 

 

GOAL 2 MODULE 5 PART III

Watch the following video over access (Part III).

 

 

Goal 2 Module 5 Application Activities

Goal 2 Module 5 Application Activity #1

How's Your School (or District) Doing?

Watch this video: https://youtu.be/mZh8ECtIuqc

Open this handout: https://osf.io/nt9kz/

Calculate and analyze the current representation rates/indices in your school or district: https://civilrightsdata.ed.gov/view

 

Goal 2 Module 5 Application Activity #2

Think about your identification system.

What is it measuring besides need or readiness for the service?

• Think about the NSW transportation for testing issue

Are any of those factors group specific?

• Are lower-SES families less likely to know they have to apply?

Would two students with equal need or readiness for the service have the same change of being identified even if they:

• Were different genders?
• Were from different ethnic group?
• Spoke different languages at home?
• Behaved differently in the classroom?
• Had a different family structure?

 

Goal 2 Module 5 Application Activity #3

1. The most effective "solutions" to disproportional representation will combat the causes of achievement and poverty differences.
2. Removing barriers to equitable access can help, but will not close the gap.

Think about what actions your school can take related to #1 or #2. What is actually in your power to do regarding improving equity in gifted identification?

 

Download the Goal 2 Module 5 Application Activities

 

Goal 2 Module 5 Additional Resources

Erwin, J. O., & Worrell, F. C. (2012). Assessment practices and the underrepresentation of minority students in gifted and talented education. Journal of Psychoeducational Assessment, 30(1), 74–87. https://doi.org/10.1177/0734282911428197

Grissom, J. A., Redding, C., & Bleiberg, J. F. (2019). Money over merit? Socioeconomic gaps in receipt of gifted services. Harvard Education Review, 89(3), 337–369. https://doi.org/10.17763/1943-5045-89.3.337

Morgan, P. L., Hu, E. H., Farkas, G., Hillemeier, M. M., Oh, Y., & Gloski, C. A. (2023). Racial and ethnic disparities in advanced science and mathematics achievement during elementary school. Gifted Child Quarterly, 67(2), 151–172. https://doi.org/10.1177/00169862221128299

Peters, S. J. (2022). The challenges of achieving equity within public school gifted and talented programs. Gifted Child Quarterly, 66(2), 82–94. https://doi.org/10.1177/00169862211002535

Peters, S. J., Gentry, M., Whiting, G. W., & McBee, M. T. (2019). Who gets served in gifted education? Demographic representation and a call for action. Gifted Child Quarterly, 63(4), 273–287. https://doi.org/10.1177/0016986219833738

 

NEXT STEPS

After completing this module, you'll proceed to Module 6: Applying the CASA Criteria.