Journal Article

Tackling Segregation in NYC Schools: Are Gifted and Talented Programs a Problem, or a Solution?

Steinfeld, Daniel

2019

Overview

Even though district standards are lower than those of the citywide programs, many underperforming schools do not have enough students meeting the standard to fill a single G&T class. [...]standards would have to be adjusted to specific schools to ensure that a program could be started. [...]most G&T expansion should be focused on district programs in areas that currently are far away from citywide programs or that have few existing district programs. [...]schools began to focus more on remedial education, getting as many students as possible up to a minimum standard. Many Asian cultures place a high value on education, and many low-income families see it as a path to success. Because academic achievement does not necessarily correlate with aggregate economic status among NYC’s Asian-American population, attempts to rebalance the racial/ethnic makeup of schools via policies that focus solely on income often miss the mark.

• Publisher: Brown University Center for Philosophy, Politics, and Economics: Brown Political Review
• Subject: Academic achievement / Asian Americans / Elementary schools / Families & family life / Gifted education / Hispanic Americans / Low income groups / Low-performing schools / Mayors / Middle schools / Minority students / Neighborhoods / No Child Left Behind Act 2001-US / Public schools / School boards / School choice / School systems / Secondary schools / Segregation