UConn gifted education specialists have published the first study to demonstrate a link between student poverty, institutional poverty, and the lower identification rate of gifted low-income students.

The study, “Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students,” was published in the journal Gifted Child Quarterly. Researchers found that students eligible for free or reduced lunch programs are less likely to be identified for gifted education services even after controlling for prior math and reading achievement scores. In addition, the findings indicated that students in low-income schools have a further reduced possibility of being identified for gifted services.  (Read the full article)