Promoting or hindering equity: A multiple case study that examines how large and diverse school districts identify and serve high-ability students in kindergarten through grade eight.

摘要

This qualitative study had a threefold purpose: to identify how high-ability students in kindergarten through grade 8 are identified and served in four large and diverse Midwestern school districts; to examine any differences in the identification procedures and pedagogical practices utilized with culturally and linguistically diverse students and or those from low-income families; and to determine whether the identification procedures and pedagogical practices utilized by the districts are aligned to national standards and the recommendations for equitable programs. The following research questions framed this study:;1. What procedures are used in four large and diverse Midwestern school districts to identify high-ability students in kindergarten through grade 8? 2. How are the identification procedures different for culturally and linguistically diverse students and or those from low socioeconomic strata? 3. What pedagogical practices are used in four large and diverse Midwestern school districts to serve high-ability students in kindergarten through grade 8? 4. How are the pedagogical practices different for culturally and linguistically diverse students and or those from low socioeconomic strata? 5. How do the procedures and practices align with professional standards and best practices for equitable high-ability programs?;Utilizing a multiple site case study approach, four Midwestern school districts, each with a large and diverse student population, were identified. A triangulation of data, to confirm the validity of the process and findings, came from three sources of information: an in-depth interview with an administrator knowledgeable about high-ability programs; district policies; and district data and artifacts. The in-depth interviews were transcribed and coded for themes. Emerging themes were analyzed in light of district documents, data, and artifacts. A summary of the identification procedures and pedagogy practices used with high-ability students, and their alignment with the professional standards and recommendations for equitable programs, are reported. This study also includes recommendations for further investigation and the researcher's interpretation of results.