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Where Are the Gifted English Learners and Students with Disabilities? EdWorkingPaper No. 23-742

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Bibliographic Details
Title: Where Are the Gifted English Learners and Students with Disabilities? EdWorkingPaper No. 23-742
Language: English
Authors: Scott J. Peters (ORCID 0000-0003-2459-3384), Angela Johnson (ORCID 0000-0003-4114-2446), Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2023.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 45
Publication Date: 2023
Document Type: Reports - Research
Descriptors: Academically Gifted, Students with Disabilities, English Learners, Twice Exceptional, Disproportionate Representation, Access to Education, Compliance (Legal), Equal Education, Institutional Characteristics, Accountability, State Policy, Disability Identification, Talent Identification
Abstract: Prior research has documented substantial inequity across, racial, ethnic, and socioeconomic lines within the population of students identified as gifted. Less attention has paid to the equity of gifted identification for student learning English or those with disabilities and what effect state policies toward gifted education might have on these rates. This paper attempted to fill that void by analyzing data from the Office of Civil Rights Data Collection and Stanford Education Data Archive along with original coding of state gifted education policies. Our findings show that while both groups are substantially underrepresented, state mandates for schools to offer services, requirements for formal gifted education plans, and regular audits for compliance are correlated with much higher rates of gifted service availability and equity for English learners and students with disabilities. We also describe the location and characteristics of the top 5% most equitable schools for English learners and students with disabilities.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED672291
Database: ERIC
Description
Abstract:Prior research has documented substantial inequity across, racial, ethnic, and socioeconomic lines within the population of students identified as gifted. Less attention has paid to the equity of gifted identification for student learning English or those with disabilities and what effect state policies toward gifted education might have on these rates. This paper attempted to fill that void by analyzing data from the Office of Civil Rights Data Collection and Stanford Education Data Archive along with original coding of state gifted education policies. Our findings show that while both groups are substantially underrepresented, state mandates for schools to offer services, requirements for formal gifted education plans, and regular audits for compliance are correlated with much higher rates of gifted service availability and equity for English learners and students with disabilities. We also describe the location and characteristics of the top 5% most equitable schools for English learners and students with disabilities.