ERIC Number: EJ1091881
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 42
Public Pre-K and Test Taking for the NYC Gifted-and-Talented Programs: Forging a Path to Equity
Lu, Ying; Weinberg, Sharon L.
Educational Researcher, v45 n1 p36-47 Jan-Feb 2016
The New York City Department of Education (NYC DOE) gifted-and-talented programs aim to support all students of exceptional learning potential within the public school system. Using proprietary data made available to us by the NYC DOE, we show, however, that substantial disparities exist in the rates of gifted-and-talented admission test taking, the first step in the process of accessing these more challenging educational opportunities. While Black and Latino/a students take the test for gifted-and-talented admission at substantially lower rates than their White and Asian counterparts, we find the disparity to be significantly less for those enrolled in public prekindergarten programs. We likewise find similar results when comparing other subgroups defined by students' family, borough, and neighborhood characteristics. These results suggest that public prekindergarten gifted-and-talented attendance could have played a role in ameliorating the gaps in test taking by providing greater access to information about the gifted-and-talented programs across subgroups of students.
Descriptors: Gifted, Talent, Preschool Education, Tests, Test Wiseness, Testing, Public Schools, School Districts, Regression (Statistics), Predictor Variables, Comparative Analysis, Access to Information, Educational Opportunities, White Students, African American Students, Asians, Hispanic American Students, Achievement Gap, Student Characteristics, State Departments of Education
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: New York