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Board approves Durham Public Schools 2025–2028 AIG plan, expands early talent‑development and access
Summary
The Durham Public Schools Board of Education unanimously approved the district’s three‑year plan for academically or intellectually gifted (AIG) services. Presentation highlighted expanded talent‑development (K–2), increased access to honors/AP/IB courses and a plan to increase direct elementary AIG service time from 60 to 90 minutes per week.
The Durham Public Schools Board of Education voted unanimously to approve the district’s 2025–2028 Academically and Intellectually Gifted (AIG) plan at Wednesday’s meeting.
Laura Parrott, director of advanced academics, presented the plan and described three pillars of the new cycle: expanded professional learning for teachers and AIG specialists, a K–12 talent‑development model (with emphasis on nurturing advanced thinking in early grades), and measures to expand equitable access to honors, Advanced Placement, International Baccalaureate and dual‑enrollment courses.
Parrott said the district’s talent‑development model focuses on early identification and broadening the definition of advanced needs so students with “untapped or emerging strengths” receive services without waiting for formal identification. She described the district’s K–2 Investigations in STEM program and said AIG specialists provide classroom support alongside teachers.
The presentation included program statistics: a May snapshot listed an AIG headcount of about 5,940 students — roughly 19% of DPS enrollment — and Parrott highlighted identification increases over the prior three‑year cycle (African‑American student identification up ~30.5% and Hispanic student identification up ~35%). The plan also raises elementary AIG direct‑service minimums from 60 to 90 minutes per week in schools where that increase can be provided.
Parrott described expanded AP participation and the district’s focus on both participation and performance among underrepresented students. She noted Riverside High School and Durham School of the Arts received the College Board’s AP Access Award for AP exam participation that mirrors school demographics.
Board members praised the early‑grades focus. Trustee Beyer said talent development “is where equity lives,” and trustees asked for follow‑up information about schools where fewer than 5% of students are identified, and about equitable distribution of honors, AP and dual‑enrollment classes across comprehensive high schools.
Action: Board Member Chavez moved approval; Board Member Beyer seconded. The plan passed unanimously.
Why this matters: The AIG plan directs district resources to early talent development, professional learning and equitable expansion of advanced courses; those actions change service delivery for identified and emerging advanced learners.
What to watch next: Staff will coordinate communications and family engagement about the plan, implement the expanded K–2 services, publish lists of schools below identification thresholds and continue training and program supports for AP, honors and IB teachers.
