Symposium Proceedings »
S2.8.6 Panel Discussion: Policies and Practices that Promote Equity in Gifted Education
The field of gifted education has evolved from one in which intelligence was thought to be a fixed trait to one that acknowledges the importance of learning, effort, training and practice. As the field evolves, policymakers increasingly see the relationship between access and opportunity. They see education policy as a unifying function that focuses efforts and establishes a set of uniform expectations across an educational system. As educators and policy makers we must ask ourselves: In what ways can governmental agencies support and encourage equitable education policies? How can schools ensure equity for individual students and populations of students? What training can and should be provided to teachers and pre-service educators to safeguard equitable classroom practices?
Promoting equity in all aspects of education requires systemic commitment to providing all students with educational opportunities that are challenging and appropriate. For gifted learners, the challenge is determining what is appropriate and how best to address those needs with available resources regardless of socio-economic status, geographic location, twice exceptionality (gifted with learning disabilities), language learners, or other diverse educational needs.
In Excellence Gaps in Education, Jonathan A. Plucker and Scott J. Peters. (2016, Harvard Press) shine a spotlight on “excellence gaps”—the achievement gaps among subgroups of students performing at the highest levels of achievement. Much of the focus of recent education reform has been on closing gaps in achievement between students from different racial, ethnic, or socioeconomic backgrounds by bringing all students up to minimum levels of proficiency. Yet issues related to excellence gaps have been largely absent from discussions about how to improve our schools and communities. Plucker and Peters argue that these significant gaps reflect the existence of a persistent talent underclass in the United States among African American, Hispanic, Native American, and poor students, resulting in an incalculable loss of potential among our fastest growing populations. Drawing on the latest research and a wide range of national and international data, the authors outline the scope of the problem and make the case that excellence gaps should be targeted for elimination.
During this session an international panel with varying perspectives will consider evidence-based policies and practices that encourage excellence and allow highly-able students from traditionally under-represented backgrounds to reach advanced levels of academic performance regardless of socio-economic status and geographic constraints.