The research reveals that the placement in the higher courses varied based on gender, and race, and the classes varied in size. When it came to gender, the perception of teachers played a role in limiting the number of students that enter the higher courses. From the interview, what is clear is that student preference also contributes to the varying number of students in relation to gender but this only affects the numbers in specific classes. In general, due to less referrals and the perception of teachers, female students are less represented in the classes.
A large fraction of minority students do not come from the most ideal backgrounds. This puts them at a disadvantage because in most cases the socioeconomic status determines the quality of education that a student will receive. Because the criteria that is used to assign the students to the different classes is based on
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In some cases, administrators and teachers contribute to the size variations because they recommend less students to the higher courses. In some cases, this is done by administrators who strive to ensure that gifted students are spread out in order to improve the grades in the classes. Teachers and administrators also refer a limited number of students to the higher courses due to the belief that gifted students are not many. In some cases, bias which is reflected in the race and gender disparity prevents more students from being assigned to the classes. The tests that are used to gauge the academic capability of the students also contribute to the small number of students being assigned to the higher classes because they focus on aspects that do not necessarily give an accurate account of students that are gifted and talented. On the side of students, some of them are reluctant to be assigned to the higher classes because they prefer taking easier classes that they can excel in rather than classes that they are best suited