The underrepresentation of certain groups in gifted programs persists. This course will examine the enrollment disparities that exist in gifted and advanced programs, critically review the assessment practices used to identify gifted students, and explore educational policy designed to reconcile equity and access issues in education.
In this course, students will gain foundational knowledge about Durham Public Schools (both contemporary and historical issues) and also an understanding of how policy decisions are made, operationalized, and implemented within schools—particularly those policies that address gifted and talented identification and programming.
Students will be required to visit schools as observers for the purpose of gaining familiarity with the ecosystem of a public school in Durham. Guest speakers who represent various roles within the school system will also be invited to speak during class time.
A variety of partners will host students for the service-learning component for this course. Potential partners include, but are not limited to, local schools, non-profit organizations, and research centers focusing on equity and access issues in education.