MESPA Institute 2019

Students of all races and socio economic status are capable of high intellectual performance, yet Minnesota’s gifted and talented classrooms overrepresent white students and students who do not qualify for free and reduced lunch. This unfortunate tradition continues to perpetuate gifted education, but options exist for districts to use robust identification practices to identify typically underrepresented students. In addition to identifying these learners, unique instructional strategies can be employed to enable diverse, talented students to actualize their potential. Hear from three different districts about the efforts they have made to close opportunity and achievement gaps.