Newspapers / Winston-Salem Chronicle (Winston-Salem, N.C.) / Sept. 19, 1991, edition 1 / Page 1
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? T* A reader is compelled to write essay dispelling the notiorfc wmmmmB* mmm* I ?ts gP *0a^?tiidNrt rivalries COm^^r Scores and action! . PAGE 88 "The Twin City's Award-Winning Weekly" VOL. XVIII, No.4 75 CfltS 28% of g ifted students in Greensboro are minority Local school board looks to Task Force By SHERIDAN HILL Chronicle Staff Writer In Winston-Salem. 38% of the student body is minority, but only 5.6% of those in AG classes are minority. When asKed what Winston-Salem is doing about the low numbers of minority students in gifted classes, Garlene Gro gan, chair of the schooLbpard,^ Wittrthe Greensboro- AG Project, but felt that the AG TAsk Force would study a number of suc cessful programs in deciding how to address the problem. The AG Task Force is com posed of teachers, administrators, parents and individuals who will meet regularly throughout the year to address issues surround ing gifted students. Emily Simeon, the new pro gram manager for exceptional children, responded, "I feel sure we will have some strong recom mendations in that direction from our AG Task Force." . Board member Grace Efird also pointed to the AG Task Force, and said, "I think this will be the year for some great research on that. I will follow the Task Force with great interest, and I think they will do a thorough study." __ Dr. Lee Bernick, a member of the Greensboro board of educa ? tipn, notes that more than study is required. T "It does take a special effort. If you truly believe all races and cultures have the potential to have gifted children, then you have a responsibility to find them. It's not enough to acknowledge the problem. It's not enough to ?ay we don't know what to do about it." Dr. Bernick was on the board when it budgeted $96,000 for the AG Project, which is now in its fifth year Wmmm ?ucha*inf*g |^;onewere'li8 y ir^ii ^ ?*', gK?WfyAS^S ,T5 of chewing ?rue meaning ZS S2? |g^!"W.*!"M" ?wiipiy waniea 'nor? ?uionofny. out or coiwr^;' ptl "state's rights" really meant was 'Jim * ?? ** * _ ^ .... > crow, nowreno Jim Crow forever more. mm* deapNe .dfcrta Jo rid ourselvee jpf the many double errtendres hidden within our Ian. guege, we stH! hart* a twig way to 90. For oi ample, oyer the oast few months ? .wwwf pw? twf? ifiwMii ie, the whole world hat focueed on the cResotution ifvw www * viv vwwwwww w? w ??fw WipwwflPlfwi t A# +K* QMiUI I UUm awl 1.^* iKet ot me soviet union ana me tact mat many of Mitotic rapottlca wanUf^frejKtom^ flict mat ^ W?ed ttiiTdrtvir forlndepsn dance bee been oharaelartaad by tf|?me?a as *thnic violence.* That Is td say, when the ;ly celled H 'ethnic Photo by Mike Cunningham In Winston-Salem, 5.6% of students in gifted classes are minority, compared to 28% in Greensboro. AG Project results in 1 84% increase By SHERIDAN HILL Chronicle Staff Writer When the Greensboro Board of Education decided to address the problem of too few minority . children in gifted classes, they didn't fool around. They designat ed nearly $100,000 to find out why, and to determine how to increase opportunities for identify ing gifted minority students. It worked. In 1986. when the AG Project was initiated, 55% of all students were minority, and 13% of those in gifted classes were minority. In the . first three years, the number of minority students in gifted classes in grades 2-5 increased by 184%, from 28%. To achieve this success, no standards were changed, no requirements were made easier. School officials say that the Key to the acceptance of the project is the fact that every student who comes into the gifted program has met the same standard. How did they do it? They provided access. Key components of the AG Project include: a systematic review of existing test scores, educating teachers about identifying and referring students, educating par ents on how to access the gifted program, and a systematic evalu ation sequence for minority stu dents. Minorities uninformed According to the findings of ; the AG Project, white parents are generally more informed about the gifted program, including the right to ask for their child to be retest ed. Many minority parents simply have very little information about the program. , . ' "We found that white parents were accessing all of the opportu nities, N says Mike Joyce, lead AG Please see page AS Are gifted students obedient? | jj I Characteristics of gifted students . Tirst and second grade teachers in Gisensboro PgbSefidioote <:r: : ??^MecWts#o help Wentify filtted^iideifcl^acrfwre to: list childred??ho exhibit the to8ov^n^iihWacierisil<?3 ? nottist student! already classified US A0, and each char |||i|||aw:: at|^|isi(me|ituden^iamesiJied. - 1 M W ofthe checkfist; teachers are aisojefod to name the Hfll child;::;9ieihaiv?::separated the characteristics into K those yoti Wight expect from *' gifted child, and those >' surprise you. M| i| ll U It "V-S- 1 ... " 5 wm | Expresses hfewelWiereetf S$ m ButglttnHitUm) li v i m canaSobif / F '~ri ? lnqyisftHsi ' -5 ^ % J ; ? Have diverse interests Excellent aense Of humor AWfichild bufa nuisance I M Shows unusual insights . Sometimes skeptical - Conducted race relations seminar for LW-S 1 ? 8 Dr. King, reknowned activist, dies | By SHERIDAN HILL Chronicle Staff Writer The Rev. Charles H. King Jr., a race relations seminar leader, author, and civil rights leader, died Saturday of liver cancer. King, who was 66, founded the Atlanta-based Urban Crisis cenT ter and present ed encounter seminars across the country, including five in Winston-Salem. He was sched uled for a return visit this fall. Born in Pottsville, Pennsylvania, he was one of nine children of Richard Rembert, who changed his name to Charles H. King. Between 1943 and 1953, Charles King Jr. served in the military and studied at Virginia Union College. Then he entered the ministry and served as pastor of Liberty Baptist Church until 1966. In 1959, he was arrested for requesting a shoe shihe in an Evansville barber shop. The charges were dropped. His 1983 book, Fire in My Bones , described his life and civil rights efforts, including the 1963 march es on Washing ton, D.C., and serving as presi dent of the Evansville, Indi ana NAACP. tfe also served as executive direc tor of the Gary, Indiana Civil Rights Commis sion. "Black power is song, a rhyth mic song, conta gious and black, with a message that whites can never understand," he wrote. Many In Winston-Salem feel the loss Nearly four hundred people in Winston-Salem attended King's seminars and are greatly saddened "I pray that there will be some boy or girl who will look down upon my grave and thank God that I lived. " - Dr. Charles King j?. Stereotypes may hinder student referral process By SHERIDAN HILL Chronide Staff Writer Charles asks many questions during class, and often his questions don't seem to be related to the topic. He challenges statements that the teacher presents as fact. He constantly makes jokes in class. His teacher feela he^ is disruptive and disrespectful. Charles is black. His teacher is white, and not likely to perceive him as a gifted child. How do gifted children act? Are they always high achievers? Aggressive? What about the student who sits in the back of the class and doesn't want to be noticed? 9 Charles is a fictional student, but the situa tion is quite common. The current notion of a gifted child is that he/she is compliant, and does exactly what the teacher wants. Some educators maintain that it's time to challenge the notion of gifted behavior. "We have known for a long time, but failed to internalize, the fact that sometimes the biggest pains in the rear are gifted stu dents because they're sitting there bored out of their skulls," insists Mike Joyce, lead AG teacher for Greensboro public schools. Assisting teachers and professionals in rethinking their concept of how gifted stu dents behave is one of the critical elements in the Greensboro AG Project. Dr. Charles King Jr. by his passing. King was first asked to com# to.Win ston-Salem by Building a Bi-Racial Community, a sub-committee of Leadership Winston-Sal#m. After researching different approaches to racial aware Please see page A 15 FOR HOME DELIVERY CALL ? 722-8624 ? 4
Winston-Salem Chronicle (Winston-Salem, N.C.)
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Sept. 19, 1991, edition 1
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