Too few students of color are enrolling in advanced classes, students said Tuesday evening in an extensive presentation to the St. Paul school board.
Last school year, two-thirds of white secondary students but only about one-third of black and Native American students completed an advanced course.
The school board’s student advisory group said the disparity starts early. A test given during kindergarten and second grade identifies 39 percent of white students as gifted, but only 20 percent of Asian-Americans, 18 percent of Latinos and 13 percent of black and Native American students.
The Student Engagement and Advisory Board suggested dropping the initial test and treating all students in kindergarten and first grade as gifted — if not all students through fifth grade.
Astrid Steiner-Manning, a Central High senior, said some students enter kindergarten having never held a pencil or read a book.
“We’re really testing their experience, not their intelligence,” she said.
School district leaders said they’re well aware of the disparities but have struggled to eliminate them.
The district since the late 1990s has tested all kindergartners for gifted services, rather than relying on teacher or parent referrals. St. Paul also grades on a curve as the top 10 percent in the district and at each school get gifted services.
“Certainly, the identification process is one that’s … a nationwide problem,” said Theresa Campbell, program manager for the talent development and accelerated services office.
The district also switched to a more holistic test a few years ago, but it failed to create a more diverse pool for Capitol Hill, the gifted and talented magnet.
Among other recommendations, the student group on Tuesday called for more consistent gifted offerings across the district. Campbell said that work is in progress.
The students also pursuaded administrators that English language students aren’t getting the message they can enroll in advanced classes even if they’re still working on their English proficiency.
Anaa Jibicho, a junior at Washington Technology Magnet, urged leaders to go beyond identifying and serving the top students.
“Teachers, administrators and board members, ask yourself this simple question: Are our jobs as educators to select talent or develop it?” he said.
In a related presentation last month, the district identified an expansion of the AVID program, which serves about 1,600 students, as a way to encourage diversity in advanced classes. The program pushes middling students, especially from underrepresented groups, to get on track for college.
Counseling staff acknowledged they have a responsibility to address the disparity, too.
Thomas Htoo, a Washington senior, said many students will do just enough to graduate unless school staff encourage them to challenge themselves.
“Let them know they can go above and beyond,” he said. “They have to hear from other people so they can actually advance in their learning.”