Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs

E. Jean Gubbins; Del Siegle; Pamela M. Peters; Ashley Y. Carpenter; Rashea Hamilton; D. Betsy McCoach; Jeb S. Puryear; Susan Dulong Langley; Daniel Long

doi:10.1177/0162353220955241

Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs

E. Jean Gubbins
, Del Siegle
, Pamela M. Peters
, Ashley Y. Carpenter
, Rashea Hamilton
, D. Betsy McCoach
, Jeb S. Puryear
, Susan Dulong Langley
, Daniel Long

Teaching and Learning

Research output: Contribution to journal › Article › peer-review

20 Scopus citations

Abstract

The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming mandates, ELs were proportionally represented in gifted and talented programs in the 16 schools we visited. Interview data from 225 participants revealed four themes: adopting universal screening procedures, creating alternative pathways to identification, establishing a web of communication, and using professional learning as a lever for change.

Original language	English
Pages (from-to)	336-369
Number of pages	34
Journal	Journal for the Education of the Gifted
Volume	43
Issue number	4
DOIs	https://doi.org/10.1177/0162353220955241
State	Published - Dec 1 2020

Funding

The authors disclosed receipt of the following financial support for the research and/or authorship of this article: This study was funded by the Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students and the Institute of Education Sciences, U.S. Department of Education PR/Award No. R305C140018.

Funder number
R305C140018

Keywords

bilingual
gifted learners
gifted students
identification of gifted children
underrepresentation

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10.1177/0162353220955241

Cite this

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abstract = "The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming mandates, ELs were proportionally represented in gifted and talented programs in the 16 schools we visited. Interview data from 225 participants revealed four themes: adopting universal screening procedures, creating alternative pathways to identification, establishing a web of communication, and using professional learning as a lever for change.",

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AU - McCoach, D. Betsy

AU - Puryear, Jeb S.

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Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs

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Keywords

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