The underrepresentation of high-poverty and minority populations in gifted programs has troubled education analysts and reformers for decades. One finding in this winter’s Fordham report on gifted programming gaps was that although high-poverty schools are as likely as low-poverty schools to have gifted programs, students there are less than half as likely to participate in them. This is complemented by a recent University of Connecticut finding that school poverty has a negative relationship with the percentage of students identified as gifted.

CTE Policy Watch Blog (Shaun Dougherty’s report is covered)

Flypaper (Shaun Dougherty’s Fordham Institute report covered)

Education World (Shaun Dougherty’s Fordham Institute report covered)

U.S. News & World Report (Coverage on Shaun Dougherty’s Fordham Institute report)