During the recent Albuquerque Public Schools Board of Education meeting, significant discussions emerged regarding the educational needs of Native American students, particularly those identified as "twice exceptional." Board member Tomarito raised concerns about the high numbers of Native American students in special education and the need to assess their giftedness alongside their disabilities. This highlights a critical intersection of equity and academic performance within the district.

Dr. Blakey, the chief of equity, responded by emphasizing the ongoing collaboration between the equity and academic departments. They are actively analyzing data to ensure that the needs of these students are met effectively. The focus is not only on academic performance but also on cultural relevance in education, which is essential for supporting Native American students. This approach aims to address potential biases in identifying students for special education services, ensuring that both over-identification and under-identification are minimized.

The discussion also touched on the broader implications of these educational strategies, particularly in relation to civil rights and equal opportunity services. The board is committed to monitoring statistics related to both Native American and African American students, aiming to identify and address any disparities in educational outcomes.

In addition to these discussions, board member Jackson raised questions about the state equalization guarantee, indicating a need for further exploration of funding mechanisms that support equitable education across the district.

Overall, the meeting underscored the importance of integrating equity into academic strategies, particularly for marginalized student populations. As the board continues to address these issues, the community can anticipate ongoing efforts to enhance educational support and resources for all students, particularly those who are twice exceptional.