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It's time to examine gifted and talented identification
Gifted and talented (g/t) students not identified at a young age can grow up to become bored and frustrated in school. On Tuesday, November 9, at 4:30 pm the Saint Paul School Board will receive a report on the education of g/t students in the district. One part of the report is on identification.

In 2003-2004, 311 of 871 or 35.7 percent of white kindergarteners were identified as gifted and talented. In contrast, just 56 of 824 or 6.8 percent of African American SPPS kindergarteners were identified.

The nonverbal ability test currently employed, supplemented with a portfolio review, is not working. Each of the last two years the Office of Accountability reported larger than expected discrepancies in identification between white students and black and Hispanic students.

Better identification of racial and ethnic minority gifted and talented students is necessary so that more children will be educated to their abilities. Only then will all children reach their full potential.

Created on 10/18/04 by Elaine Dunbar of St. Paul, MN

Avg Rating: 5 rating (1 vote)

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Comments

Rating: 5 rating
Ms. Dunbar is dead-on, when it comes to recognizing the importance off understanding and properly evaluating both the needs AND the talents of our children!

I have watched my own daughter go from the bottom performer in a large public classroom to an incredibly accelerated student at a school which matches her intellectual potential for a greater pace....! Individualized programs of instruction and evaluation are ESPECIALLY important for minority students!

Created on 01/13/05 by G. L. Ogren of Boise, ID



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