This article tests hypotheses by examining variations in the percentage of elementary and middle schools offering gifted and talented programs as well as gifted student participation and representation between 2012 and 2016. Using the Office of Civil Rights and the National Center for Educational Statistics (NCES) Common Core data, we find that between 2012 and 2016, the percentage of schools with gifted programs declined slightly. Crucially, gifted participation is increasing faster in low-poverty schools than in high-poverty schools. Furthermore, suburban schools became more likely to have gifted programs than urban, rural, or town schools. However, gifted participation by urbanicity decreased across all four locales. Using only 2016 data, we show that students who are Black and Hispanic continue to be statistically underrepresented. We conclude with a brief discussion and policy implications.

中文翻译：

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美国学校是否正在缩小“天才差距”？分析中小学的天才参与和代表趋势（2012-2016）

本文通过检查 2012 年至 2016 年间提供天才和天才课程以及天才学生参与和代表的中小学百分比的变化来检验假设。 使用民权办公室和国家教育统计中心 (NCES) 共同核心数据，我们发现2012年至2016年间，拥有资优课程的学校比例略有下降。至关重要的是，与高贫困学校相比，低贫困学校的天才参与率增长得更快。此外，郊区学校比城市、农村或城镇学校更有可能开设天才课程。然而，城市化的天才参与在所有四个地区都有所下降。仅使用 2016 年的数据，我们表明黑人和西班牙裔学生在统计上的代表性仍然不足。