Sentences with phrase «finds gifted and talented programs»

Not exact matches

Parents are showing up to school, saying there's a gifted and talented program there, just to find out there's not.

BEDFORD - STUYVESANT — The borough presidents for Brooklyn and The Bronx are convening a pair of public forums this month to find ways to equalize the opportunities for gifted and talented school programs throughout the city.

Attending public preschool is linked to an increase in students taking the admissions test for gifted and talented programs, reducing the disparity in test taking between disadvantaged students and their peers, finds a study of New York City students by NYU's Steinhardt School of Culture, Education, and Human Development.

«Because our findings strongly suggest that attending public pre-K helps to promote information access and test taking for gifted and talented programs, with the advent of universal pre-K, the New York City Department of Education has an even greater chance to provide information about public educational opportunities to many more children across all demographic subgroups,» said Weinberg.

Although we could find no direct evidence in the research literature that this is the case, we can extrapolate from the literature that older children may indeed be more likely to be placed in a gifted and talented program.

Fesler's 8 - year - old son has attended three different schools (in Nevada, Virginia, and now Massachusetts); at some, he was placed in gifted - and - talented programs, and it's been difficult to find consistent supports as they've moved.

In a study I undertook in 1989, I found that 12 percent of the elementary and middle school magnet programs in my sample specialized in basic skills and / or individualized teaching; 11 percent offered foreign language immersion; 11 percent were science -, math -, or computer - oriented; 10 percent catered to the gifted and talented and 10 percent to the creative and performing arts; 8 percent were traditional, back - to - basics programs (demanding, for instance, dress codes and contracts with parents for supervision of homework); 7 percent were college preparatory; 7 percent were early childhood and Montessori.

Back in the United States, we find a dizzying assortment of gifted and talented programs in many districts, a handful of states that require «gifted» students to be «identified» (though not necessarily «served»), and a small but distinguished array of super high schools such as New York's Stuyvesant High School and Virginia's Thomas Jefferson High School for Science and Technology.

Selective - admissions magnet schools are the best example, but you can find explicit enrollment criteria in other district programs, too, including gifted - and - talented initiatives and some career - and technical - education options.

Students who are gifted and talented are found in full - time self - contained classrooms, magnet schools, pull - out programs, resource rooms, regular classrooms, and every combination of these settings.

Other research has found that black students perform slightly better on standardized tests and are more likely to be referred to gifted and talented programs when paired with black teachers.

Teachers of color have a particularly positive effect on students of color: They have been found to hold higher expectations for students of color and to be both more likely to refer students of color into gifted and talented programs and less likely to refer them for suspension and special education (Ford, 2010; Grissom & Redding, 2016).

Edward Fergus, citing findings from his 10 - year root cause analysis of disproportionality (2016), found that «the wellness of instruction and curriculum as it is represented in instructional support teams / teacher assistance teams, intervention services, assessment, and gifted and talented programs continuously emerged as maintaining gaps in practices that disproportionately affected struggling learners.»