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Gifted and advanced learning office reports record identification rate, more AP seats and higher exam participation
Summary
The district’s Gifted & Advanced Learning office reported a 10.6% identification rate, growth in diverse identifications, increased seats for accelerated courses (including middle school credit opportunities) and an AP exam participation rate of about 90% among enrolled students.
Dennis Jutres, coordinator for Gifted & Advanced Learning, told the Teaching and Learning Committee on Feb. 4 that identification of formally identified gifted and advanced learners has grown to 10.6% districtwide and that the office is expanding course opportunities and family engagement supports.
"We are up to 10.6% overall identification rate in the district — it's the highest it's ever been formally recorded," Jutres said, noting both a rise in identified students and greater racial/ethnic diversity among those identified.
Why it matters: The office reported year‑over‑year gains in formal identification and described a pipeline in which roughly 450 students per year move from the 'talent development' tier into formal advanced/gifted status after meeting qualifying math benchmarks. Jutres also highlighted district efforts to increase equitable access to accelerated coursework.
Course access and AP: The presentation showed a notable increase in seats for honors, pre‑AP and AP courses, and expanded opportunities for middle‑school students to earn high‑school credits (English I, Algebra I, world language). Jutres said district practice now expects about 90% of students enrolled in AP classes to sit for the exams — a recovery from pandemic low participation — and he said qualifying score rates are at or near recent highs.
Programming and family engagement: The office described expansion of AP seminar and AP African American Studies offerings, monthly family drop‑ins, quarterly family nights, and SENG (Supporting the Emotional Needs of the Gifted) cohorts, including a planned Spanish‑language SENG group.
Questions and follow up: Commissioners asked for student‑level counts (unique students vs. seats) for accelerated courses, geometry counts tied to the Ingenuity program (live instruction vs. virtual), and AP score breakdowns by level and subject; Jutres said staff would provide those data.
No formal action was taken; the office will supply requested data to the board.
