We arm ourselves with knowledge to pave the way to freedom

Burris, & Welner. Closing the Achievement Gap by Detracking. Phi Delta Kappan 86 (8): 594-598. 1 Apr 2005.

In this study, a Long Island school district phased out “low-track” science and math, and offered “high-track” curricula to ALL students, and in a heterogeneous environment. “After just one year of heterogeneous grouping, the passing rate for African American and Hispanic students increased from 48% to 77%, while the passing rate for white and Asian American students increased from 85% to 94%. … To support struggling learners, the school initiated support classes called math workshops and provided after-school help four afternoons a week.” (p.596)

Ford. Segregation and the Underrepresentation of Blacks and Hispanics in Gifted Education: Social Inequality and Deficit Paradigms. Roeper Review 36 (3): 143-154. 24 Jun 2014.

This study proposes that social inequality, deficit thinking, and microaggressions contribute to the inequitable segregated Gifted and Talented programs in public education. “Underrepresentation is beyond statistical chance and is a function of attitudes and beliefs grounded in deficit paradigms among those with power or social capital.”