Gifted gap

Disparities persist even though most high-poverty schools in Colorado have gifted programs

PHOTO: Susan Gonzalez

There’s good news and bad news for Colorado in a new state-by-state report on gifted and talented education.

On the plus side, Colorado is one of only six states where at least 90 percent of high-poverty elementary and middle schools offer gifted and talented programs. In other states — such as Michigan, Massachusetts and Rhode Island – fewer than 10 percent of high-poverty schools offer gifted and talented programs.

The numbers come from a report released this week by the Fordham Institute, a conservative-learning education think tank.

Now, for the bad news.

Black and Hispanic students in Colorado are placed in gifted and talented programs at a lower rate than their peers — a longstanding problem in gifted and talented education nationwide. In Colorado, 4.4 percent of black and Hispanic students are enrolled in gifted and talented programs in elementary and middle school, compared to almost 7 percent of students overall.

Every state included in the report has such a gap, but the size varies widely. In New Hampshire, for example, 10.4 percent of black and Hispanic students are enrolled in gifted education compared to 11.2 percent of all students — both a relatively large gifted population overall and a relatively small gap.

Denver Public Schools, Colorado’s largest school district, has grappled in recent years with racial disparities in its gifted and talented programs, including at its sought-after magnet school for highly gifted and talented students — Polaris at Ebert Elementary.

Two years ago, the district switched from a method that required parents to submit applications to get their kids tested for gifted and talented eligibility to a universal screening mechanism — one of the recommendations in the Fordham Institute report.

In the first year, that shift helped identify significantly more Hispanic students for the district’s magnet program at Polaris, but there were still major disparities. Those didn’t change after the second year of universal screening. For black students, universal screening made no difference the first year and a modest difference the second.

Last year, the district added another strategy: formalizing a program called the “talent pool” that gives kids who weren’t identified as gifted — but could be later — access to gifted services. Some students in the talent pool may have done well on the assessment that determines gifted eligibility, but not well enough to be designated as gifted. Other students may be identified for the talent pool based on the work they produce at school or some other means.

With gifted services set aside for about 10 percent of students at a school, talent pool students are added at schools where smaller percentages of students are designated as gifted. The idea is to ensure that each talent pool reflects the racial and ethnic diversity of the school.

District officials said they planned to track students in the pools to see how much growth they achieved and whether they end up getting officially identified as gifted.

Testing

New report shows Indianapolis students lag on test improvement, but innovation schools may be a bright spot

PHOTO: Anthony Lanzilote

A new study finds mixed results for Indianapolis Public Schools dramatic shake-up in recent years: Students in schools within the district boundaries are below the state average when it comes to improvement on tests, but students at charter and innovation schools appear to be doing better.

Indianapolis Public Schools students are making smaller gains on math and reading tests than their peers across the state, according to a study released Thursday by the Stanford-based group CREDO, which looked at data from 2014-15 through 2016-17. It is the first in a series of studies examining 10 cities. In Indianapolis charter schools, students are about on par with peers across the state, researchers found.

“Indianapolis students persistently posted weaker learning gains in math compared to the state average gains in the 2014 through 2017 school years,” said Margaret Raymond, Director of CREDO at Stanford University in a press release.

The most highly anticipated part of the study, however, is the first major look at the results for innovation schools, a new kind of district-charter partnership. Results from innovation schools show some positive signs but still left unanswered questions.

The study found that students at innovation schools, which were created in 2015-16 and have been rapidly expanding, made gains in math and reading in 2016-2017 that were similar to the state average. But the gains are not to a statistically significant degree.

If the innovation schools are able to maintain the pace of student improvement, it would be a remarkable boon for the district. The study is also further evidence that at least some of the innovation schools are helping students make big gains on state tests. When 2016-17 state test scores were released, several innovation schools had jumps in passing rates. But the inconclusive nature of the results also highlights how hard it is to judge a program that is still in its infancy.

Since the district began creating innovation schools in 2015, their ranks have rapidly swelled. There are now 20 innovation schools, which enroll about one in four of Indianapolis Public Schools’ students.

Innovation schools have drawn national attention from advocates for collaboration between traditional districts and charter schools. They are under the Indianapolis Public Schools umbrella, and the district gets credit for their test results from the state. But the schools are run by outside charter or nonprofit managers. The network includes a variety of schools, including failing campuses that were overhauled with charter partners, new schools, and previously independent charters.

Time crunch

Specialized high schools lawsuit could delay admissions decisions, New York City says in court filings

PHOTO: Christina Veiga/Chalkbeat
Asian-American parents and community leaders gathered in Brooklyn to learn about a lawsuit against part of the city's plan to integrate specialized high schools.

New York City students may have to wait longer than usual to learn where they’ve been accepted to high school as the city prepares for a ruling in a lawsuit challenging integration efforts, according to court records filed Wednesday.

The city asked Judge Edgardo Ramos to rule by Feb. 25 on a preliminary injunction to block admissions changes aimed at enrolling more black and Hispanic students in the city’s prestigious but segregated specialized high schools.

A decision would be needed by then in order to meet the “latest feasible date to mail offer letters,” which the city says would be March 18 given the tight timeline around the admissions process.  The delay would apply to all students, not just those vying for a seat at a specialized high school. 

“DOE is mindful that a delay in the mailing of high school offers will increase anxiety for students and families, cause complications for those students considering private school offers, and require specialized high schools and non-specialized high schools to reschedule and restaff open houses,” the letter said.

A spokesman for the education department said the city will “communicate with families when a final offer date has been determined.” Letters were originally scheduled to be sent by March 4.

Filed in December, the lawsuit against the city seeks to halt an expansion of the Discovery program, which offers admission to students who scored just below the cutoff on the exam that is the sole entrance criteria for specialized high schools. The Discovery expansion, slated to begin this year, is one piece of Mayor Bill de Blasio’s plan to diversify the elite high schools.

Asian-American parents and community organizations say the expansion unfairly excludes their children. Asian students make up 62 percent of enrollment at specialized high schools, but comprise only 16 percent of the student body citywide.

The suit calls for a preliminary injunction, which would put the Discovery expansion on hold while the case winds its way through the courts — and would disrupt the admissions cycle already underway for eighth-graders enrolling in high school next year. The process of matching students to specialized high schools was scheduled to begin this week, the city’s letter states.

The plaintiffs wrote a letter supporting the city’s timeline for a decision on the preliminary injunction, saying their aim is to stop the proposed admissions changes “before they can have the anticipated discriminatory effect.”

Hitting pause on the Discovery program expansion would mean the education department has to recalculate the cutoff score for admission to specialized high schools, consult with principals, work with the test vendor to verify scores, and generate offer letters to send to students, city attorney Marilyn Richter wrote in a letter to the judge.

The education department “has never made such a significant course adjustment midstream in the process before,” she wrote.