High-ability, low-income kids are more likely to be attending schools with limited resources—schools where the teacher’s attention is often focused on struggling students. That’s important, because gifted kids from low-income backgrounds are often dependent on the school system to identify and cultivate them to maximize their potential. When gifted students aren’t identified, they face increased risk for dropping out of school and not realizing their full potential. In Illinois, low-income and students of color are greatly underrepresented in the gifted category and as a result, the talents of our smartest children go unrealized.
In response to national studies demonstrating the under-enrollment of low-income students in gifted programs, OCI researched the state’s largest school districts to determine if the same issue is occurring in Illinois.
Here’s what OCI’s analysis found:
- Black students were under-represented by 31%
- Latino students were under-represented by 52%
- Low-income students were under-represented by 42%
The discrepancies result from misguided identification policies that many schools use to identify gifted students, and OCI’s research shows that impoverished students and students of color are paying the price.
In response to this research, OCI consulted with national, state, and local experts to develop a legislative agenda that will reform Illinois’ gifted education programming.
