Excellence gaps refer to disparities in advanced performance observed among different student subgroups, often stemming from unequal opportunities within the educational system and broader society. To bridge opportunity gaps, it is essential to implement interventions that identify and dismantle systemic barriers hindering equitable access to advanced learning for students from diverse cultural, linguistical, and economical backgrounds.
A recent systematic review by Meyer, Shen, and Plucker summarized the results of 80 empirical studies focusing on strategies for reducing these gaps conducted between 2010 and 2021. The researchers utilized the framework from the Excellence Gap Intervention Model (EGIM) proposed by Plucker and Peters, and classified the articles into three main categories based on the level of control: policy, district or school, and classroom. Within these categories, they further organized the articles into seven subcategories.
The findings from this review highlighted four essential factors for addressing excellence gaps: vertical alignment, flexible pathways, support structures, and contextual awareness. Instead of a traditional approach of evaluating and placing students in advanced programs, the review advocated for an iterative process of ongoing preparation. This includes placing students in advanced programs with support, regular assessment, and adjusting placements as needed to meet students’ specific educational needs. These results provide practical guidance to help policy makers, district leaders, and educators take significant steps towards reducing excellence gaps and fostering a more inclusive and equitable education system that benefits all students.
