Strategies Used in Implementing the Multiple Eligibility Criteria Rule in Georgia Elementary Schools to increase Representation of Black American Students in Gifted Education
This study focused on the strategies used in implementing the multiple eligibility criteria rule in Georgia elementary schools to increase representation of Black American students in gifted education. The framework for this qualitative research project used a Critical Race Theory (CRT) lens while employing ethnographic study methods. The instruments for this study incorporated interviews, focus group discussion, and observations. The analysis of the research from this study found that multiple identification standards such as, motivation, creativity, class performance, love of learning, interest, as well as academics is beneficial when identifying Black American students. Data from this study suggested professional development in student identification and cultural awareness and differences of Black American students is helpful for identification. Enhanced parental support and teacher/parent communication would further improve efficiency when identifying gifted Black American students in the present identification system. The multiple eligibility criteria rule in Georgia is sufficient for promoting representation of Black American students, according to research however, schools must take advantage of the different testing assessments available. Having this flexibility in place widens the options for Black American students
