The Degrees of Equity Grading Scale: Assessing Racial Representation in Georgia's Largest Gifted Programs

Empirical research consistently documents the persistent underrepresentation of Black students in gifted education, prompting this investigation of racial equity in Georgia's gifted programs. Data were collected from the Office for Civil Rights (2017–2018) across the state's five largest school districts. Using descriptive statistics and Ford's 20% equity allowance index, this study assessed equitable representation by race, focusing primarily on Black students and secondarily on Latine representation to contextualize broader racial disproportionalities. Gender disparities among Black students were also examined. Findings revealed underrepresentation of Black and Latine students, with Black females identified more frequently than Black males. Guided by Expectancy-Value Theory in the development of Degrees of Equity Grading Scale, the study introduces a practitioner-oriented framework to evaluate proportional representation and monitor district-level equity outcomes. By examining intersecting racial and gender patterns, the study offers a strategic tool for assessing and addressing long-standing disparities in gifted education, emphasizing equity as a cornerstone of academic opportunity.