November 20, 2009

Governor Tim Kaine has ordered a study be done to see why gifted and talented programs involve so few African American and Hispanic students. Local school systems say they've been trying to address the issue for years.

In classrooms across the state Governor Kaine says there is disproportionately low number of African-American and Hispanic students in gifted education programs.

Looking at the last school year, African Americans made up 13.4% of the student population in Albemarle County and only 3.7% percent of the gifted population. For Hispanics it was 6% and 1.4%.

In Charlottesville African Americans made up 43% of the student population and more 15.75% of the gifted population. For hispanics it was 6% and 1.57%. School officials say part of the problem is identifying students who are gifted but haven't formally been labeled.

"Many of the students in our schools are participating in those programs right now, which fall under the gifted category, are not identified gifted students and they are African American Students, " said Billy Haun, assistant superintendent of Albemarle County Schools.

"Our talent development program is a really important piece. Again it helps us to help find children that may not come to school already reading, already doing the math that some of their peers may be," said Beverly Catlin of Charlottesville City Schools.

Karen Waters, who works for the Quality Community Council (QCC), says the problems are also socio-economic.

"Parents who are working very hard to just survive and keep food on the table don't necessarily have time to pay attention to whether or not their child is using extraordinary vocabulary or has a real knack for putting puzzles together," said Waters.

Waters says it was her experience in gifted education that put her on the track for academic success.

"I was the first in my family to go to college and I was identified as a gifted and talented child in elementary school. I would have not have gone down that same academic track if not for the identification of my abilities," said Waters.

Both school systems say that part of the solution is not only identifying talent, but getting students to rise to higher expectations.