3 cty students working in a lab

"Who are the highest-performing students in my school?" This is the question K-12 school administrators should be asking as they seek to identify academically advanced students and accommodate their learning needs this school year. 

But a new report co-authored by leading experts in the field of gifted education suggests school officials are using national test score norms to determine if students in their own districts qualify as gifted, resulting in gifted-education programs that are largely filled with white, Asian, upper-middle-class, and upper-class students.

Read the full article in JHU's Hub.

Photo caption: Gifted education programs are more equitable when administrators use local norms instead of national norms to identify talented students, according to new research supported by CTY and the School of Education.

Image credit: Howard Korn

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Katy Bowman

Maria Blackburn