Best Gifted Schools In Illinois

Best Gifted Schools In Illinois – In its most recent ranking, Lane Tech High School in Chicago was ranked as the third best public school in Illinois. Eight of the top ten are CPS schools. (Matt Masterson/Chicago Tonight)

Chicago Public Schools also claimed top spots in the annual ranking of the best public schools in the state.

Best Gifted Schools In Illinois

The U.S. I & World Report, the self-proclaimed “world authority” on education rankings, released its list of the best public schools nationwide and nationally on Wednesday. Topping the Illinois rankings is Walter Payton College Prep, a selective high school in Old Town, which rose one spot from last year.

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It was followed by Northside College Prep, Lane Tech, Phoenix Military Academy, Jones College Prep and Whitney Young High School, respectively.

Walter Payton and Northside College Prep were also ranked in the top 100 national rankings of US high schools, coming in at 52nd and 82nd, respectively. Both have been ranked in the top two in the state each of the past three years.

“Once again, Chicago’s high schools are ranked among the best in Illinois and among the best in the United States, and these schools are a sample of many high-quality schools in the Chicago area,” CPS Chief Janice Jackson said. said the statement. “Thank you to our dedicated teachers, principals and students who are working for another well-deserved honor for our city.”

Lincoln Park High School and Brooks College Prep were among the top 10 high schools in the state, while Lindblom Math and Science Academy ranked 11th. Each of these schools also received a “gold medal” rating, indicating that they are in the top 2 percent of schools in terms of preparing students for college.

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“Chicago Public Schools is raising achievement rates,” Mayor Rahm Emanuel said in a statement. “It is significant, but not surprising, that CPS represents the majority of the top schools in Illinois and is ranked among the top schools in the nation. Chicago students and teachers are leading the way and making our city proud.”

The U.S. says it uses a four-step process to compile its rankings, first assessing how well the school’s students are doing compared to state expectations before moving on to analyze graduation rates, college readiness and performance of “historically underserved” students.

CPS achieved similar results in the state last year when it finished in the top five in the state, which at the time was led by Northside College Prep.

The biggest change this year among Chicago schools was Phoenix Military Academy, which moved from 12th to fourth among Illinois schools and from No. 435 to No. 122 nationally.

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The 500-student Level 1+ JROTC Academy located in East Garfield Park was one of only two non-selective CPS schools to finish in the top ten in Illinois (along with Lincoln Park High School).

CPS students also received individual honors Tuesday as seniors Ibrahim Khan (Northside College Prep) and Audrey Pettigrew (Walter Payton College Prep) were selected as 161 United States Presidential Scholars. This is a national recognition that recognizes high school students for their achievements in academics, arts, work and technical education.

Subscribe to our Morning Mail to get all our news in your inbox every day. The Midwest Center for the Gifted (MCG) is a 501(c)(3) non-profit organization dedicated to breaking down the barriers that prevent high-ability students from accessing the advanced education, enrichment opportunities and gifted programs needed to succeed.

Schools with high percentages of low-income students and students of color are less likely to offer gifted programs. In Illinois, low-poverty schools are nearly twice as likely to offer a gifted program as high-poverty schools.

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In schools with gifted programs, low-ability, black, and Hispanic students are less likely to be identified as gifted or advanced students. As a result, low-income and minority students are often underrepresented in gifted programs.

Although 15-30% of students start the school year (or more) ahead of their peers, schools often lack acceleration policies based on best practices and are reluctant to accelerate students.

Low-income school districts offer few AP and other challenging courses, often limiting advanced course opportunities for high-ability students.

Over the past four decades, spending by low-income households on enrichment activities has remained flat, while spending by wealthy households has increased by 132%, adjusted for inflation.

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Research shows that participating in enrichment activities and extracurricular activities affects long-term success, including the ability of an advanced student to innovate later in life. Albuquerque students’ artwork and poem about volcanoes displayed at the 2019 Gifted Children’s National Conference. By Daniel Dreinger of The Hechinger Report

The Hechinger Report is a national nonprofit magazine focused on one topic: education. Sign up for our weekly newsletter to get stories like this straight to your inbox.

April Wells grew up on the west side of Chicago, a smart and active bookworm in a low-income family. His district, U-46, had gifted classes, but most of the students were white, and no one suggested that Wells, who is black, could benefit from them.

It wasn’t until she was in high school, when the director of U-46—the mother of a friend of Wells’, who is also black—realized that April had exceeded the capabilities of her classes. He taught Wells how to talk to his high school counselor. Wells stood out and got into the honors class, where he stayed in high school.

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“I wasn’t gifted with magic,” Wells said. “There was someone who had the ability to see my potential and gave me a platform.”

Wells went to college, became a gifted teacher, and eventually took on the role of gifted coordinator in her district, striving to give more students the opportunities she almost missed. “It would be like educational abuse to have a gifted program that is not like the students we serve

Defined that way, “educational abuse” describes nearly every gifted classroom in the United States. Installed until recently on U-46.

Gifted education has been trying to solve the problem of racism for years. The National Association of Gifted Children, or NAGC, reaffirmed its commitment to the issue following the Black Lives Matter protests. The party has promised to review its entire policy to prioritize equality. Some Of My Best Friends Are Books: Guiding Gifted Readers (3rd Edition): 9780910707961: Judith Wynn Halsted: Books

However, efforts to diversify have yielded few results. Analyzing recent civil rights data from the US Department of Education, University of Wisconsin-Whitewater professor Scott Peters found that at the state level, “equity worsened” in gifted education from 2016 to 2018, with Latino children underrepresented in states many. and in other places. Black students in three-quarters of the state, he wrote in an email.

“There is still resistance from what I call elites … who think that gifted children look special.” Jose Torres, former superintendent of U-46

U-46 is a bright spot, a sign that change is possible. West of Chicago is the second largest district in Illinois, with approximately 40,000 students. Latino students made up 46 percent of the student body, but only 26 percent of gifted students in 2009, according to federal data, while white students were nearly 20 points on the other side, making up 38 percent of the district, but 57 percent gifted students. . . In 2017-18, the most recent data available, 54 percent of the district’s residents were Latino, and gifted classes were 48 percent Latino. The percentage of gifted white students, 25, was actually a hair below their representation in the district.

What happened between 2009 and 2018? Latino parents sued, and a federal court order gave Wells the stick.

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Gifted teachers at the 2019 National Conference for Gifted Children work on the toothpick and gum tower, which is sometimes done in gifted classrooms. By Danielle Dreinger of The Hechinger Report

In 2005, several Hispanic and black families, represented by the Mexican American Education and Legal Defense Fund, filed a federal class action lawsuit accusing the district of discriminating against Hispanic students in school assignments, school closures and ELL services. Then they add gifted education to the list of discriminatory practices.

Teachers recommend students for gifted classes.* Invited students must apply for gifted classes, come to school on a Saturday morning for an achievement test that favors children with strong verbal skills, and be in the top 8 percent. . to check for access, according to legal documents. In the 2006-07 school year, only five of the 231 students enrolled in the program were Hispanic, and only two were black.

However, U-46 created a separate, 100 percent Hispanic elementary program that allows these students to study the gifted curriculum. The program was bilingual, with different entry requirements, including an achievement test in Spanish. The district said that those students do not know English well enough to succeed in general gifted education, although none of them have been able to learn English.

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Then Superintendent Jose Torres did not develop a bilingual gifted program, but he saw it as a good strategy to give Latino students access to advanced work. He grew up in a Hispanic family and “was in special education because he didn’t speak English,” he said.


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