A new study shows that programs for high achievers may not be adequately serving their Black and low-income students.
The study released by the University of Florida reveals that while achievement gains overall were modest—two percentage points in reading and just a third of that in math—low-income and Black gifted students on average saw no academic achievement gains.
When the researchers looked at factors such as engagement, attendance, and whether a student leaves or stays in a school, they found little evidence to suggest gifted participation boosts those measures among any group.
Experts believe a barrier to effectively serving a diverse gifted population could be content. Curriculum reflecting affluent, predominantly white students, which gifted programs have traditionally served, might not meet the needs of other students. Another possible reason could be that some students receive all-day gifted instruction while others might only get an hour every other week.