Following Directions

A gifted child battles an
unseeing education system
after being wrongly labeled
for special education.

Following

Directions

We are often told that education is the great equalizer that provides a direct pathway to
opportunity and success. However, there are complex biases that shape the educational
experiences and outcomes of students, particularly those from marginalized
communities. I wrote this film drawing from my personal experiences as both a parent
and a teacher, to illuminate how bias affects special education placement, gifted
program identification, and disciplinary actions. When I delved deeper into the research
to get a clear picture of the scope of this problem, I was extremely disappointed in the
data I found:

Black students are 54% less likely to be placed in gifted programs compared to their
White peers, even when performing at the same academic level.

Black boys represent 9% of pre-school enrollment, yet account for 20% of expulsions.

The disproportionate number of children of color placed in special education often
results in sub par learning experiences, limiting opportunities for success.

Of course, the systemic biases in education are not merely a matter of statistics but has
profound implications for the lives of students. Black boys who are misidentified are
funneled into a system that stigmatizes them and limits their prospects, perpetuating a
cycle of disadvantage. Conversely, those who could benefit from gifted programs but are
overlooked miss out on the enrichment and advancement opportunities that could
significantly alter their academic trajectories and career prospects.

It is your support of this project that will amplify the necessary discourse centering this
issue.

Director’s Statement