Low-socio economic and/or minority students are substantially unidentified for gifted education programs. The disparities in gifted education for underrepresented students persist despite the growth in schools across the country of low income and minority students. Despite efforts to tackle equity issues in gifted education the large gaps of disproportionality persist. Explanations for this occurrence of underrepresentation is linked to the general processes for identifying gifted students, which are based largely on norm referenced standardized tests, with a single score criterion and a referral process that relies heavily on teacher and parent nominations. These identification processes tend to overlook the cultural needs and differences of students from underrepresented groups. Special consideration process as a tool to bridge the access and opportunity gap for underrepresented students in being identified as gifted is examined in this study. This hypothesis is studied using the experiences of a large urban school district following the introduction of a systematic special considerations process pilot in four schools with high representation of underrepresented populations.
","abstract_html":"<p>Low-socio economic and/or minority students are substantially unidentified for gifted education programs. The disparities in gifted education for underrepresented students persist despite the growth in schools across the country of low income and minority students. Despite efforts to tackle equity issues in gifted education the large gaps of disproportionality persist. Explanations for this occurrence of underrepresentation is linked to the general processes for identifying gifted students, which are based largely on norm referenced standardized tests, with a single score criterion and a referral process that relies heavily on teacher and parent nominations. These identification processes tend to overlook the cultural needs and differences of students from underrepresented groups. Special consideration process as a tool to bridge the access and opportunity gap for underrepresented students in being identified as gifted is examined in this study. This hypothesis is studied using the experiences of a large urban school district following the introduction of a systematic special considerations process pilot in four schools with high representation of underrepresented populations. </p>","abstract_has_math":false,"creators":["Stewart, Veda"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-01-01T08:00:00Z","date_published":"2021-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:00Z","subjects":["Disability and Equity in Education","Education Policy","Gifted Education","Inequality and Stratification"],"languages":[],"rights":["Copyright 2021 Veda Stewart"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/766","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Stewart, Veda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Disability and Equity in Education","Education Policy","Gifted Education","Inequality and Stratification"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Veda Stewart"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/766"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Low-socio economic and/or minority students are substantially unidentified for gifted education programs. The disparities in gifted education for underrepresented students persist despite the growth in schools across the country of low income and minority students. Despite efforts to tackle equity issues in gifted education the large gaps of disproportionality persist. Explanations for this occurrence of underrepresentation is linked to the general processes for identifying gifted students, which are based largely on norm referenced standardized tests, with a single score criterion and a referral process that relies heavily on teacher and parent nominations. These identification processes tend to overlook the cultural needs and differences of students from underrepresented groups. Special consideration process as a tool to bridge the access and opportunity gap for underrepresented students in being identified as gifted is examined in this study. This hypothesis is studied using the experiences of a large urban school district following the introduction of a systematic special considerations process pilot in four schools with high representation of underrepresented populations.
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"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/766"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2021 Veda Stewart"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Disability and Equity in Education","Education Policy","Gifted Education","Inequality and Stratification"],"dc:title":["Special Considerations in Gifted Identification: Increasing Access and Equitable Practices for Underrepresented Populations in an Urban School District"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:16:00Z"}