DISCRIMINATION
in PLACEMENT
in
New York City Schools
Lynda Watkins-Turner
lwatkins-turner@newdesignmiddle.org
INTRODUCTION:
What do you
think of when you think of someone being “gifted?” Are you “gifted?” Is it something you are born with, or can you become “gifted?”
The Gifted
Program in New York City is an exclusive program for students who test in the
above average range of intelligence. In recent years it has come under scrutiny
(question) for its selection process. Questions arose, such as: WHO is
eligible? Is it a fair selection process if there are not enough
African-American and/or Hispanic students represented in these programs? Lack
of representation has become an issue to the point where over the last few
months, the former Mayor of the City of New York, Bill DeBlasio, had proposed
eliminating the entire Gifted Program due to the inequities (unfairness) in the
selection process.
TASK:
2
Groups will be formed:
The
Groups will be formed Randomly (WITHOUT Discrimination or bias)
Group
#1: The students will complete a survey
on what information should be included in an entrance exam for Gifted students.
They will then brainstorm together to make a mock Entrance Exam to a Gifted
Program.
Group
#2: The students will take the test
created by Group#1.
PROCESS:
● The students will then switch and Group #2 will design the
mock Gifted Test and Group #1 will take the test.
● After both of the Groups have taken the mock test. The
teacher, who is neutral, will compile the results.
● Once the results are compiled, there will be a meeting and we
will discuss what we think of the outcomes.
We will all
then look at the criteria for enrollment for an actual Gifted Program with
graphs to visualize WHO is actually being chosen in these programs and why?
Questions to consider: Is there a bias?
RESOURCES to
CONSIDER:
· https://edsource.org/updates/equity-proves-elusive-in-gifted-programs-research-shows
· https://edjacent.org/why-gifted-programs-lack-diversity/
Why are
minority students underrepresented in gifted programs?
One cause for
the gaps is a lack of student referrals from educators. Black students are 66
percent less likely to be referred to gifted programs in math and reading than
their white classmates, according to a 2016 study by researchers from
Vanderbilt University. Jan 4, 2017
· https://www.testingmom.com/tests/gifted-talented-nyc/test/
The Public
Policy Analyst (PPA)will be completed after each step.
The PPA is a
6-step program, each step requires a worksheet. We will complete a step a day
(6 steps one for every day.)
Let’s begin!
Links to PPA
Worksheets
1.
Define the Problem:
Worksheet#1
2.
Gather the Evidence:
Worksheet #2
3.
Identify the Causes: Worksheet
#3
4.
Evaluate an Existing
Policy: Worksheet #4
5.
Develop Solutions:
Worksheet #5
6.
Select the Best
Solution: Worksheet#6 (Feasibility vs. Effectiveness)
1. Define the Problem: “Defining a problem is a deceptively simple
task - what at first seems to be the problem is often merely a symptom of a
deeper problem.”
https://docs.google.com/document/d/1Up4Tau5RVwSOvbabneJ8dbNMC7dVNEw9l86_Y_oeWPI/edit
2.Gather Evidence: (See Argument and
Worksheet Below)
Here’s a template for practice
ARGUMENT: Some New York City Schools Use Discriminatory
Practices for Placement (of Students.)
3.Identify the
Causes (See Worksheet Below)
https://docs.google.com/document/d/1llhPGw4bGYpX03eYxiNmSN6oL0j_XqJM1rdAgDIrV_A/edit
4.Evaluate
Existing Causes (See Worksheet) https://docs.google.com/document/d/1Pr6DGQg2N-BxblefW0qQ0ABdjpI5mIaAJjwGQN3ySgg/edit
5.Develop
Solutions (See Worksheet)
6.Select the
Best Solution
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STEP #6: EFFECTIVENESS |
* Feasibility is defined as the state of something being possible *FEASIBILTY Now that you have discussed the policy solutions,
how likely do you believe in the outcome? |
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HIGH |
MEDIUM |
LOW |
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HIGH |
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MEDIUM |
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LOW |
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EVALUATION
This is
a Standard-Based Rubric:
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Group Member Names: |
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Class |
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Date: |
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Teacher’s Name: |
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POINT SCALE |
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3 |
2 |
1 |
COMMENTS |
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PREPARATION |
Group exhibited readiness from the beginning to the end of the
presentation |
Group was prepared, but still seemed a little disoriented |
Group appeared unprepared |
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KNOWLEDGE of THEIR TOPIC |
Group exhibited knowledge of their subject in a detailed manner |
Group displayed limited/some Knowledge of their subject |
Group did not display knowledge of their subject |
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PRESENTATION /PROFESSIONALISM |
Group exhibited professionalism; finished product displayed teamwork |
Group worked OK together, But still seemed unorganized |
Group did not work together; minimal teamwork displayed |
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WRITING/ GRAMMAR/ORGANIZATION |
Exceeds Grade Level standard |
Approached Grade Level Standard |
Did not meet Grade Level Standard |
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/12 |
Peer Evaluator’s Name: ____________________________________________
CONCLUSION
What you accomplished:
By using the Steps of PPA you learned how to evaluate a problem from start
to finish.
In this case, we examined
“Discrimination in Placement in New York
City Schools.”
Now, we must ask ourselves “How can I make
an impact in finding a solution?”
Since this is a
question of “Equity” (“freedom
from bias or favoritism,”) we must report INequity when we see it.
You can begin by speaking to
your parents, teachers and even administrators about how equity, or the lack of, affects you, your classes and your school.
Best of Luck!!
STANDARDS
Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 8 topics, texts, and issues, building on others' ideas and
expressing their own clearly
Come to discussions prepared, having read
or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
Follow rules for collegial discussions
and decision-making, track progress toward specific goals and deadlines, and
define individual roles as needed.
Pose questions that connect the ideas of
several speakers and respond to others' questions and comments with relevant
evidence, observations, and ideas.
Acknowledge new information expressed by
others, and, when warranted, qualify or justify their own views in light of the
evidence presented.
Analyze the purpose of information
presented in diverse media and formats (e.g., visually, quantitatively, orally)
and evaluate the motives (e.g., social, commercial, political) behind its
presentation.
Delineate a speaker's argument and
specific claims, evaluating the soundness of the reasoning and relevance and
sufficiency of the evidence and identifying when irrelevant evidence is
introduced.
Presentation of
Knowledge and Ideas:
Present claims and findings, emphasizing
salient points in a focused, coherent manner with relevant evidence, sound
valid reasoning, and well-chosen details; use appropriate eye contact, adequate
volume, and clear pronunciation.
Integrate multimedia and visual displays
into presentations to clarify information, strengthen claims and evidence, and
add interest.