Abstract
As our nation continues to become more diverse, equity of education and educational opportunities for culturally and linguistically diverse (CLD) groups is a top concern. Students in CLD groups (e.g., English Learners, students from economically disadvantaged backgrounds, students of color) face numerous educational inequities such as higher rates of suspension, unequal access to high-rigor courses such as Advanced Placement courses, as well as unequal access to gifted and talented education opportunities (USDOE, 2016). CLD groups are significantly under-represented in gifted programs at the national, state, and local level. Specifically, for my capstone project I considered the ways in which the enactment of the gifted identification policy and process hinders and/or facilitates the identification of CLD students at two elementary schools. I employed a qualitative case study and collected multiple data sources, including state and district gifted policy documents, state and district gifted identification reports, interviews with multiple stakeholders (e.g., district and school administrators, teachers, and parents), and observations related to the gifted identification process. I shared my findings with regards to the policy, alignment of policy enactment in addition to the ways in which those facilitate and hinder the identification of CLD students. I conclude by making recommendations to JCPS regarding adjustments that could be made to the policy and practices to encourage more equitable gifted identification practices.
