Resource Library

This report is a follow up to one released in 2010, Mind the (Other) Gap, that identified large gaps in academic achievement at the top end of the ability distribution.

This study examines teachers' perceptions about their preparation to teach in multicultural settings, specifically working with "gifted Hispanic children." The authors find that in the "absence of training," teachers' perceptions of how to work with multicultural studen

This article identifies successful programs for low-income or minority, gifted urban students as both multifaceted and flexible, and argues that effective programs must understand and build support within the family, school, and community.

This is the fourth chapter of the English Learner Tool Kit, which is intended to help state and local education agencies (SEAs and LEAs) meet their obligations to English Learners (ELs). This tool kit should be read in conjunction with the U.S.

This theoretical article examines gifted identification practices related to ELs. The authors identify necessary components to this process that are often overlooked for EL populations, and provide recommendations for best practices and future research.

Despite nationwide efforts to reduce an academic achievement gap among various racial-ethnic groups, the reading gap between Hispanics and whites has not changed significantlyit has measured more than 25 points in each of the last 17 years (National Center for Education Statistics, 2008).

This current response to a 1968 article by Ray Barsch (EC 602 662) notes lack of progress in defining and classifying learning disabilities and in determining appropriate interventions to help students with learning disabilities.

Response to Intervention (RTI) was encoded into the Individuals with Disabilities Education Improvement Act of 2004, and is being adopted on a wide scale as an alternative approach to identification of students with learning disabilities.

Most definitions of learning disabilities (LD) include a qualification that adequate general education instruction was received and the child with LD did not benefit. Rarely is this tenet assessed in either practice or research before a diagnosis is made.

In the current U.S. context, it is relevant to disseminate research that portrays in detail how bilingual teachers create challenging and safe mathematics learning environments for emergent bilinguals.