[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601215-105":59,"doc-detail-601215-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-gap-in-gifted-education-can-universal-screening-narrow-it","The Gap in Gifted Education - Can Universal Screening Narrow It?","","Gifted education can significantly improve learners’ lives, yet many eligible American students are not placed in gifted programs, especially low-income students of color. The article examines why these groups are underrepresented and explains how universal screening could be implemented to identify more low-income, high-ability students. It links inadequate placement to reduced college preparation, and describes how limited stimulation harms motivation and academic outcomes. It also summarizes potential benefits of gifted education and outlines identification and placement approaches.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":57,"@type":76,"position":81},"https://docshare.wps.com/document/general/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-gap-in-gifted-education-can-universal-screening-narrow-it/601215/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-gap-in-gifted-education-can-universal-screening-narrow-it/601215.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are low-income students of color underrepresented in gifted education programs?","Question",{"text":112,"@type":113},"Many students who would benefit from gifted education are not placed into gifted programs, and this problem occurs more often for low-income students of color. The article discusses reasons for this underrepresentation and focuses on how universal screening could address it.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What negative outcomes can result from failing to place high-ability low-income students in the right program?",{"text":117,"@type":113},"Failing to match abilities can reduce academic rigor, harming college preparation and contributing to disproportionate college dropout. It can also limit stimulation, leading students to struggle, distract others, and perform poorly due to boredom and mismatch.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article describe universal screening and gifted-program identification methods?",{"text":121,"@type":113},"The article explains that data on gifted education outcomes is mixed partly because there is little consensus on identifying high-ability students and placing them appropriately. It notes that states define giftedness differently and lists approaches such as acceleration, complete separation, full-time and part-time pull-out classes, and supplementation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601215,1792208326,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":56,"category_name":57,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Suggested Citation: Morgan, H. (2020). The gap in gifted education: Can universal screening narrow it? Education, 140(4), 207-214.  \nTHE gAP IN gIFTED EDUcATION: cAN UNIvERSAL ScREENINg NARROw IT?  \nHani Morgan  \nUniversity of Southern Mississippi  \nAlthough gifted education can make a critical difference in students’lives, many American pupils who would benefit from this type of education do not get placed in gifted programs. Low-income students of color experience this problem more often than other children. This article offers various reasons for the underrepresentation of students of color in gifted education in the United States. It focuses on how universal screening works and mentions how this method needs to be implemented to increase the percentage of low-income, high-ability  \nstudents in gifted education.  \nAlthough gifted education can benefit children in manyways, students of color in the United States are underrepresented in gifted programs. For example, at the elementary and middle school levels, recent research found that although African American students constituted 15% of the student population, only 10% of these pupils were enrolled in gifted programs. And even though Hispanic students accounted for 27.6% of the student population, only 20.8% of them were enrolled. In contrast, although white students constituted 47.9% of the student population, 55.2% of them were enrolled in these programs (Yaluma & Tyner, 2018) .  \nA variety of causes lead to this concern. This article focuses on reducing this problem by increasing the use of universal screening to place students in gifted programs. It includes details on how universal screening works and how this method needs to be implemented to increase the percentage of low-income and minority students in gifted education.  \nThe Outcomes ofthe Problem  \nLess Preparation for College  \nFailing to place low-income, high-ability students in a program that matches their abilities can harm them. For example, Hébert (2018) mentioned that one of the factors associated with success in college relates to the academic rigor students experience in highschool. Some of this rigor involves taking Advanced Placement (AP) classes. Many low-income students of color are first-generation college students who are less prepared academically for college, in part because they experience less academic rigor in high schools than their more privileged peers. This trend contributes to the disproportionate number of these students who drop out of college (Hébert, 2018) .  \nLack of Stimulation  \nWhen high-ability students do not experience a stimulating environment, they often struggle in school, distract other students, and perform poor academic work (Kautz,  \n208 / Education Vol. 140 No. 4  \n2017; Morgan, 2019) . These pupils might get teased for being different, and they may appear to be unmotivated to their teachers. They frequently act out or misbehave because they are bored and frustrated as a result of a mismatch between their intellectual needs and the level at which they are receiving instruction (Brown, 2017) .  \nGifted Education  \nBenefits of Gifted Education  \nGifted education can reduce this poor conduct as a result of offering an environment that better matches students’talents. Although research on gifted education yields mixed results (Finn & Wright, 2015), it is associated with improvement in motivation, academic performance, and engagement with learning (Grissom & Redding, 2016) .  \nOne reason gifted programs can benefit high-ability students involves the stimulating environment these programs promote. Such an environment is necessary for students’ brains to make enough of the chemicals needed for learning, including dopamine, noradrenalin, and serotonin (Morgan, 2014; Oktac, Roa, & Rodríguez-Andrade, 2011) .  \nMethods of Identification and Placement  \nOne of the reasons data is mixed on the outcomes of gifted education is that thereis a lack of consensus on how to identify high-a","cbCaiggqB5OjGp4n","https://ap.wps.com/l/cbCaiggqB5OjGp4n","pdf",684739,"English","# The Gap in Gifted Education\n## Underrepresentation and Its Causes\n## Outcomes of the Problem\n## Benefits of Gifted Education\n## Methods of Identification and Placement","[{\"question\":\"Why are low-income students of color underrepresented in gifted education programs?\",\"answer\":\"Many students who would benefit from gifted education are not placed into gifted programs, and this problem occurs more often for low-income students of color. The article discusses reasons for this underrepresentation and focuses on how universal screening could address it.\"},{\"question\":\"What negative outcomes can result from failing to place high-ability low-income students in the right program?\",\"answer\":\"Failing to match abilities can reduce academic rigor, harming college preparation and contributing to disproportionate college dropout. It can also limit stimulation, leading students to struggle, distract others, and perform poorly due to boredom and mismatch.\"},{\"question\":\"How does the article describe universal screening and gifted-program identification methods?\",\"answer\":\"The article explains that data on gifted education outcomes is mixed partly because there is little consensus on identifying high-ability students and placing them appropriately. It notes that states define giftedness differently and lists approaches such as acceleration, complete separation, full-time and part-time pull-out classes, and supplementation.\"}]","The Gap in Gifted Education - Can Universal Screening Narrow It? | PDF",1792092196,14]