Poverty Academic Achievement and Giftedness a Literature Review

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Abstract

This study aims to examine the challenges gifted students from lower socioeconomic backgrounds face academically and gain insight into the underrepresentation in gifted students from poverty stricken areas due to program funding, testing and lack of resources. The exploration of the way those who are gifted and talented in poverty stricken communities empathize their academic achievement gaps in comparing to those in more advantaged schools and communities.

Academic accomplishment in gifted and talented students from poverty stricken communities volition be analyzed against more flush communities to assess similarities and differences. Achievement differences by socioeconomic levels are particularly challenging in undeveloped school systems typically in major cities and rural areas. Overall, the literature addresses the challenges gifted students frequently confront due to their socioeconomic status.

Introduction

This study aimed to focus on the academic accomplishment gap in gifted and talented students in poverty stricken communities. Over the form of my findings there has been i common factor that has been an ongoing issue for decades. Minority students are underrepresented in gifted and talented education due to many factors. Many of these factors are attributed to poor omnipresence, under-qualified teachers, lack of resources and availability of programs in schools due to funding.

A proposed question: Does poverty impact gifted and talented academic achievement? According to a host of researchers, the academic achievement gap between impoverished students specifically minorities and their more than affluent counterparts is a growing effect that is supported by standardized test scores, dropout rates and depression college enrollment and graduation rate. These disproportion take been unchanging across ages of students from K-12. While the numbers continue to grow at an alarming rate, plan funding and professional development have not been provided to close the academic gap.

Wyner, Bridgeland, and DiIulio (2007) tracked the performance of high-achieving lower income and high-achieving upper income students and found inconsistency at the showtime of elementary school. This ongoing arduousness was even found on the college level as far as bookish accomplishment, graduation charge per unit and enrollment. How does impoverished schools challenge gifted students? While these students have the ability to perform academically, they struggled with lack of educational support and perform on national and country-wide tests far below then higher income gifted students. Most minority students are handicapped by the lack of educational back up needed to thrive academically, while these students can perform on and above class level, schools do not invest proper funding into gifted and talented curriculum. Underrepresentation of minorities in gifted and talented education and the large focus of their bookish achievement gap is placed under the larger problems of funding, highly-qualified teachers, and segregation of schools based on socioeconomic status. Identifying potentially high-achieving students who are living in poverty can exist a difficult task due to school bullying, absentees, lack of resources, limited admission to outside opportunities and enrichment opportunities. This study will explore the challenges gifted students from lower socioeconomic backgrounds face academically and proceeds insight into the underrepresentation in gifted students from poverty stricken areas due to plan funding, testing and lack of resources.

Discussion of key terms

Poverty

Poverty tin can be defined every bit being extremely poor or living in insufficient conditions. Those in poverty struggle to get their basic needs met in housing, communities and pedagogy. Burney, Beile, 2008 ascertain poverty with the term "socioeconomic status (SES) which is also ordinarily used and refers generally to one'due south relative continuing in regards to income, level of education, employment, wellness, and access to resources." (Burney, Five. H., & Beilke, J. R., 2008).

Renzulli and Park, 2000 found in their enquiry that low socioeconomic gifted students succumb to significant dropout rates related to their pedagogy aspiration and parent's highest completed level of teaching (Renzulli, J.S., & Park, S., 2000). When high bookish achieving and low socioeconomic minority students are given less access to gifted and talented educational activity they lack interest in their teaching. These students aren't provided with the right tools to engage them in their learning, ultimately creating a gap in their accomplishment. While pinpointing poverty stricken communities as the major problems, it is important to identify that all schools regardless of community based income have poor students.

Gifted

Giftedness may be in more than than one domains such as; intellectual, creativity, and self-motivation, or in a specific academic field of education. Yaluma, and Tyner states, "a pupil is considered to be "gifted and talented" when she or he performs at or has the potential to perform at a college intellectual capability than other students". Gifted is the ability to perform at higher operation than virtually. Baker and Friedman-Nimz, 2002 conducted a research that indicated that gifted and talented students were found across the nation but "students with higher socioeconomic who nourish larger schools are more than likely to have access to gifted and talented programs" (Baker,B.D., & Friedman-Nimz,R., 2002). Does poverty affect gifted and talented students' academic achievement? Researchers take establish that poverty does affect their achievement due to programming and funding; regardless of the student's academic ability.

High Achievement

Burney and Beilke, 2008 define high achievement every bit "a level of functioning that is college than 1 would expect for students of the same age, grade, or experience. Specifically, proficiency is demonstrated by successfully mastering content (instructional) cloth beyond what is considered to be a form-level curriculum" (Burney, Five. H., & Beilke, J. R., 2008). How are loftier achieving students showing low growth? Most impoverished schools do not have the funding to support their high achieving learning. In some cases researchers discovered that the students did abound but non large enough based on previous scores. Coleman and Cantankerous, 2005 " identify characteristics of high potential include rapid learning, complex thinking, and creative trouble solving. Without bookish support they are not fully growing to their highest potential. With the right resource, academic support and supportive learning community, gifted students have the ability to perform at a higher operation than almost.

Underrepresentation

Underrepresentation trends are presented, along with methods for calculating underrepresentation and inequity (Ford, Donna.,2014). The underrepresentation of historically underserved student groups continues to exist a phenomenon in gifted and talented programs. In a phenomenological study conducted by Michael-Caldwell, 2011, exploring teachers' and African American parents' perceptions of the underrepresentation of gifted African American students, iv themes emerged from the written report. Those themes are: (a) misperceptions regarding a educatee's race and ability; (b) the lack of parent awareness programs about issues related to gifted and talented education; (c) the demand for professional person development preparation related to the needs of minority gifted students; and (d) bug related to testing and assessment instrumentation. Minority students are extremely underrepresented in giftedness due to the lack of gifted instruction offered in schools. This too applies to rural areas. In a study conducted past Azano, Callahan, Missett, and Brunner, "gifted programs are disregarded and teachers aren't provided with qualified materials to evangelize instruction, which frequently causes gifted students to exist overlooked and migrated in the regular curriculum.

Literature Review

Many studies have been conducted on the accomplishment gap, with most findings pointing to how school and family variables bear on Black students' achievement (Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). In this study the achievement gap of gifted students in poverty stricken communities volition exist looked at to analyze the similarities and differences they share with more than affluent students.

Limited Resources

Limited resource may be a problem, but lower socioeconomic people oft have learned to make creative use of what they have. Adherence to tradition may hinder recognition of the need for a differentiated curriculum, but shared values and a sense of community can create the safe environment that gifted learners demand to flower. Understanding the Experiences of Gifted Teachers and Fidelity of Implementation in Rural Schools researched by Azano, Callahan, Missett, and Brunner (2014). The authors brainstorm past discussing the number of students in America that attend schools in rural areas. These students are often overlooked in educational activity policy despite well-documented limited financial resources and pervasive poverty. Researchers have found that relatively petty is known well-nigh the experiences of gifted students in rural areas and even less about the teachers serving this population (Azano, Callahan, Missett, and Brunner, 2014). Teachers were asked to describe the program for gifted students in which they taught, how the programming for gifted students influenced their ability to encounter the needs of gifted students, and if (and how) the curricular units influenced their power to meet the needs of their rural students. Teachers indicated that funds were limited due to location. Limited funding is a pervasive reality in rural schools (Howley, Rhodes, & Beall, 2009; Malhoit, 2005). Teachers of gifted students may face additional challenges (Howley et al., 2009)—particularly if their jobs are perceived as a "luxury" for districts already struggling to see state or federal mandates. Plucker (2013) identified the factors of poverty, rural provincialism, limited resource, and negative perceptions of gifted programs, amid others, as additional persistent challenges for delivery of services for gifted students in rural schools.

Achievement Gap

Numerous articles focus on the accomplishment gap in the United States among educatee groups despite government assessment programs and policies put in place to narrow the gap. Many factors inside and outside the education system contribute to these gaps, merely researchers take consistently shown that black, Hispanic, and low-income students tend to enter schoolhouse far behind their peers, and are then less likely to take admission to quality education programming, such as gifted education. Millions of high-achieving lower-income students are found in urban, suburban, and rural communities all across America, reflecting the racial, ethnic, and gender composition of the nation's schools, These students dropout of high school at very low rates, and more than 90 percent enter higher. There are fewer lower-income students achieving at the highest levels than there should exist. Wyner, Bridgeland, Dilulio, 2007, suggest "among first-grade students performing in the superlative bookish quartile, only 28 percent are from lower-income families, while 72 percent are from higher-income families". Without differentiated programs for these different students, those who lag behind will miss out on the attention they demand to catch up while students who are ahead volition become bored and disengaged. Gifted-and-talented programs are a key source of enriched and accelerated academic opportunities for this latter grouping: the students who are performing–or could perform–well beyond their peers.

When high-achieving poor and minority students have less access to these special programs than exercise their peers, gifted education may exacerbate existing inequalities. To improve understand the state of gifted education in the United States today and investigate the extent to which access and participation in gifted programs vary for different students, this report uses federal data to answer three key questions: (1) To what extent exercise high-poverty schools offer gifted-and-talented programs? (two) What proportion of students in such schools participates in those programs? and (3) How does student participation in those programs vary by race within schools, particularly high-poverty schools? The authors examine the extent to which schools study offer any gifted programming, analyzing schools by their poverty level and racial and ethnic composition. Next, they turn to student participation and representation, again with an eye toward the school'south poverty level as well as pupil race and ethnicity.

Underrepresented

Minorities and those living in poverty tend to be underrepresented, due to school practices and gaps in their achievement. In a study, Donna Y. Ford found that "African American students are underrepresented in gifted programs by virtually 51 percent." Results indicated that GPA, math and reading achievement exam scores, concluding grades in the get-go summer of attendance, and SES were not significant factors. The authors suggest "that psychosocial variables may contribute to participation rates and advocates the demand for follow-up studies with non-returning students." What psychological and social issues do gifted and talented confront in poor performing schools?

Summary

In that location are three key themes presented in the literature equally cited in the preceding section:

Low-income students are underrepresented in gifted and talented programs.
There is an academic accomplishment between low socioeconomic students and students from affluent school districts.
The gap of high achieving, depression growth students are due to lack of resources, support, and access to a well-funded gifted programme.

Researchers point that "poverty stricken communities have limited access to gifted programs." Researchers besides bespeak that "students of color and in impoverished school districts still struggle to close the achievement gap fifty-fifty though they are identified equally gifted." In numerous articles, authors suggest that psychosocial variables may contribute to the low participation rates . While research proves that gifted students in lower socio economics have a larger gap in academic achievement in several states; Information technology did not consider the fiscal investment that families place into their child'southward didactics. Research conducted by Konrich and Furstenberg explains that "the achievement gap betwixt lower and college income children is present at school entry and is stable and persistent every bit children progress through schoolhouse." While the widening of the gap may be in part due to increasing income inequality in the U.s.a. in full general, enquiry identifies another more significant factor—the investments of family resources in outside educational opportunities for children between lower and college income families. The implication of the written report shows that minority students from low-poverty schools tend to perform lower and accept a greater academic gap than their affluent counterparts due to lack of resources, high-qualified gifted educators, and overall participation in programming.

References

Burney, V. H., & Belike, J.R. (2008). The Constraints of Poverty on Loftier Accomplishment. Journal for the Teaching of the Gifted 31, 295-321.
Coleman, L. J., & Cantankerous, T. L. (2005). Being gifted in school: An introduction to development, guidance, and teaching (2nd ed.). Waco, TX: Prufrock Press.
Eccles, J. Southward., Barber, B. L., Rock, G., & Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of Social Bug, 59, 865–889.
Everson, H. T., & Millsap, R. E. (2004). Beyond individual differences: Exploring school effects on SAT scores. Educational Psychologist, 39(three), 157–172.
Finn, East. C., (2018) Narrowing the Gifted Gap for Disadvantaged Students. Education Side by side Journal, 1
Ford, Donna. (2014). Underrepresentation of African American and Hispanic Students in Gifted Education: Impact of Social Inequality, Elitism, and Colorblindness. Advances in Special Pedagogy. 26. 101-126. 10.1108/S0270-4013(2014)0000026005.
Ford, D. Y., Grantham, T. C., & Whiting, G. Due west. (2008). Another look at the accomplishment gap: Learning from the experiences of gifted Black students. Urban Education, 43, 216–238.
Howley, A., Rhodes, M., & Beall, J. (2009). Challenges facing rural schools: Implications for gifted students. Journal for the Education of the Gifted, 32, 515-536.
Malhoit, G. C. (2005, July). Providing rural students with a loftier quality teaching: The rural perspective on the concept of educational adequacy. The Rural School and Community Trust. Retrieved from http://www.ruraledu.org/user_uploads/file/Providing_Rural_Students.pdf
Michael-Chadwell, South. (2011). Examining the Underrepresentation of Underserved Students in Gifted Programs from a Transformational Leadership Vantage Point. Periodical for the Pedagogy of the Gifted, 34(1), 99–130. https://doi.org/10.1177/016235321003400105
Plucker, J. A. (2013). Students from rural environments. In C. Callahan & H. Hertberg-Davis (Eds.), Fundamentals of gifted educational activity (pp. 301-314). New York, NY: Routledge.
Wyner, J. S., Bridgeland, J. One thousand., & DiIulio, J. J., Jr. (2007). Achievement trap: How America is failing millions of loftier achieving students from depression-income families. Lansdowne, VA: Jack Kent Cooke Foundation Borough Enterprises.
Yaluma, C. B., & Tyner, A. (2018). Is There a Gifted Gap? Gifted Pedagogy in High-Poverty Schools. National Assessment of Educational Progress, 123

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