Exploratory Study on the Identification of English Learners for Gifted and Talented Programs

English learners (ELs) are the fastest growing population of learners in the United States; however, despite the growing numbers of ELs, their representation in gifted identification and programming continues to lag behind not only traditional populations of learners from advantaged communities, but...

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Published inGrantee Submission
Main Authors Gubbins, E. Jean, Siegle, Del, Hamilton, Rashea, Peters, Pamela, Carpenter, Ashley Y, O'Rourke, Patricia, Puryear, Jeb, McCoach, D. Betsy, Long, Daniel, Bloomfield, Emma, Cross, Karen, Mun, Rachel U, Amspaugh, Christina, Langley, Susan Dulong, Roberts, Anne, Estepar-Garcia, William
Format Report
LanguageEnglish
Published 01.06.2018
Subjects
Academically Gifted
Disproportionate Representation
Elementary Schools
English Language Learners
Evaluation Methods
Geographic Location
Information Dissemination
Instructional Program Divisions
Language Skills
Middle Schools
Nonverbal Ability
Professional Development
School Policy
Screening Tests
Student Characteristics
Talent Identification
Verbal Ability
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Summary:English learners (ELs) are the fastest growing population of learners in the United States; however, despite the growing numbers of ELs, their representation in gifted identification and programming continues to lag behind not only traditional populations of learners from advantaged communities, but also other underserved populations of learners. We visited 16 elementary and middle schools across the three states, selected because they were exemplary in their identification of gifted ELs. The NCRGE team conducted group and individual interviews with a total of 225 administrators; district gifted coordinators; gifted specialists; classroom teachers; parents/guardians/caretakers; and school psychologists or counselors, yielding a total of 84 transcripts. Group and individual interviews were transcribed, coded, and analyzed. Our research findings led to the following recommendations for review and reflection for stakeholders involved in designing and implementing gifted and talented programs: (a) Adopt a policy of universal screening of all students in one or more grade levels for the identification process. (b) Create alternative pathways to identification, allowing schools to use a variety of different assessment instruments (including native language ability and achievement assessments and reliable and valid nonverbal ability assessments) and to apply flexible criteria to ensure that students' talents and abilities are recognized. (c) Establish a web of communication to ensure that all stakeholders (administrators, district gifted coordinators, classroom teachers, gifted specialists, psychologists, multilingual teachers, and parents/guardians/caretakers) are aware of the identification system in its entirety and are empowered to interact with one another in all components. (d) View professional development as a lever for change, providing information to gifted specialists, classroom teachers, psychologists, and parents/guardians/caretakers on identifying giftedness in multiple ways and creating a school climate with the goal of identifying students' strengths rather than weaknesses.