In terms of receiving and accepting offers, racial differences were smaller, but because White and Asian students comprised a greater number of eligible students, the majority of offers to the program were to White and Asian students.While most eligible students applied to the program, Asian students applied at the highest rates. Because more students were eligible than seats available, students then applied to schools and were awarded a spot through a lottery, with their lottery number dictated by their score.Within racial groups, Hispanic and Asian students who speak English at home were more likely to be eligible than students of the same race who do not speak English at home. Higher-income students and those from Manhattan were also more likely to be eligible. White, Asian, and Multiracial test-takers were more likely to be eligible based on their scores compared with Black and Hispanic students. Eligibility rates compounded these differences.Higher income students, students who speak English at home, and those who live in Manhattan-where a disproportionate number of gifted seats have been located-were more likely to test. Asian, White, and Multiracial students were overrepresented relative to their shares of the pre-K population, while Hispanic and Black students were underrepresented. Only 15 percent of 73,700 public pre-K students took the test for gifted admissions in the 2018-2019 school year.We found demographic disparities at nearly every part of the process. In this brief, IBO examines the demographic differences at each step of the admissions process for students entering kindergarten in the 2018-2019 school year, when the test was still in place. ![]() Like the process in the test-based system, eligible students are then invited to apply to the program at various schools with seats awarded by lottery. Eligibility is now based on universal screening by pre-K teachers for kindergarten and on grades for older-elementary students. Last spring, Mayor Adams expanded the program and announced changes to its admissions process. The test-based system had been widely criticized for contributing to segregated classes White and Asian students have been heavily overrepresented in the gifted program. Inequity in Access: An Examination of the Test-Based Admissions Systemįor years, entry into the city’s public gifted and talented program was based on scores on an admissions test-largely taken by 4-year-olds.
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