Diversity, Equity, and Inclusion Statement
Bridges Education Group
Diversity Statement and Action Plan
Amended and Approved by the Board of Trustees, June 2021
Diversity Statement and Action Plan
Amended and Approved by the Board of Trustees, June 2021
Diversity is integral to the Bridges Education Group mission. All members of the Bridges Education Group community are committed to encouraging opportunities for equity, inclusion, and access in our schools and in 2e programs throughout the world. We encourage research, and the development of instruments and practices that identify 2e students and make 2e education more widely available regardless of race, gender, or socioeconomic status. Twice-exceptionality knows no such boundaries. Neither do we.
We believe that different ideas, perspectives, and backgrounds create richer and more meaningful school learning environments. In addition to the cognitive diversity of our 2e population, lived experiences, identity, and economic circumstances bring a unique and enriching perspective to our 2e school community.
The admissions process, therefore, is designed to identify those students we feel will best benefit from our program, and we encourage members of all communities to learn more about twice-exceptionality and to apply. Because of the pros and cons of various methods of evaluation and the complexity of twice-exceptional students’ learning profiles, Bridges does not rely solely on standardized measures, and uses a broad range of tools and procedures to determine program fit.
We believe that different ideas, perspectives, and backgrounds create richer and more meaningful school learning environments. In addition to the cognitive diversity of our 2e population, lived experiences, identity, and economic circumstances bring a unique and enriching perspective to our 2e school community.
The admissions process, therefore, is designed to identify those students we feel will best benefit from our program, and we encourage members of all communities to learn more about twice-exceptionality and to apply. Because of the pros and cons of various methods of evaluation and the complexity of twice-exceptional students’ learning profiles, Bridges does not rely solely on standardized measures, and uses a broad range of tools and procedures to determine program fit.
Action Plan
A) Increase awareness and education of twice-exceptional, strength-based, and talent-focused models in BIPOC, LGBTQ-plus, and other underserved communities to increase inquiries, access applications.
Background:
Twice-exceptionality as a model for understanding and educating students with complex strengths and challenges is not widely known in many BIPOC communities. Furthermore, misconceptions of “giftedness” and “learning disabilities” as they relate to twice-exceptionality may generate confusion around the mission and practices of the 2e strength-based, talent-focused models. In order to raise awareness in BIPOC communities, we will:
B) Increase identification of twice-exceptional girls and BIPOC community members
Background:
Bridges Academy does not provide diagnostic and identification services. 2e students are referred to Bridges by educational therapists, psychologists, parents, and other private schools.
Challenges — Genetic research studies and the CDC’s data and statistics indicate that many learning challenges present more frequently in males than in females. Consequently, twice-exceptionality will occur more frequently in males. However, research also indicates that while there are fewer incidents of twice-exceptionality in females, an undetermined number of girls are likely going undiagnosed. The research in these areas holds consistent for male and female members of BIPOC communities.
Giftedness/High Ability — Research in the identification of giftedness and high ability in BIPOC communities has suggested underidentification. Consequently, in addition to a greater lack of awareness of 2e than other groups, 2e members in the BIPOC community are likely underidentified and underserved.
C) Increase available funds for access to Bridges Academies
Background:
Most public and independent schools do not currently have programs that fully meet the needs of most 2e students. Bridges Academy, as an independent school with a specific mission to educate 2e students, fills a gap. Because of low student-teacher ratios and additional services, independent school education is expensive, and the additional resources required for twice-exceptional students increase these expenses. Seventy percent of tuition routinely goes to payroll and benefits to ensure the proper quality and numbers of faculty and staff. Enrollment and fundraising must generate sufficient income to maintain the school and the quality of education. Additional fundraising is required to support the demand for greater need-based financial aid.
D) Expand and create services options for low-income families
Background:
Education and evaluation around twice-exceptional and strength-based, talent-focused educational models is prohibitively expensive. In addition to general awareness, there are specific tools and activities that can be undertaken at minimal cost that may be helpful. These efforts could provide informal 2e screening, increase knowledge and understanding, and support parents as advocates. These services would be useful for twice-exceptional and neurotypical students alike.
Background:
Twice-exceptionality as a model for understanding and educating students with complex strengths and challenges is not widely known in many BIPOC communities. Furthermore, misconceptions of “giftedness” and “learning disabilities” as they relate to twice-exceptionality may generate confusion around the mission and practices of the 2e strength-based, talent-focused models. In order to raise awareness in BIPOC communities, we will:
- Launch KERN agency initiatives
- Conduct educational outreach webcasts, talks, and luncheons
- Launch Spanish-language webcast series
B) Increase identification of twice-exceptional girls and BIPOC community members
Background:
Bridges Academy does not provide diagnostic and identification services. 2e students are referred to Bridges by educational therapists, psychologists, parents, and other private schools.
Challenges — Genetic research studies and the CDC’s data and statistics indicate that many learning challenges present more frequently in males than in females. Consequently, twice-exceptionality will occur more frequently in males. However, research also indicates that while there are fewer incidents of twice-exceptionality in females, an undetermined number of girls are likely going undiagnosed. The research in these areas holds consistent for male and female members of BIPOC communities.
Giftedness/High Ability — Research in the identification of giftedness and high ability in BIPOC communities has suggested underidentification. Consequently, in addition to a greater lack of awareness of 2e than other groups, 2e members in the BIPOC community are likely underidentified and underserved.
- Conduct professional development on identification techniques
- Conduct professional development on conceptions of giftedness
- Encourage increased funding and research around differences in presentation of giftedness and challenges in girls and across cultural groups, and increase evaluation and possible identification
C) Increase available funds for access to Bridges Academies
Background:
Most public and independent schools do not currently have programs that fully meet the needs of most 2e students. Bridges Academy, as an independent school with a specific mission to educate 2e students, fills a gap. Because of low student-teacher ratios and additional services, independent school education is expensive, and the additional resources required for twice-exceptional students increase these expenses. Seventy percent of tuition routinely goes to payroll and benefits to ensure the proper quality and numbers of faculty and staff. Enrollment and fundraising must generate sufficient income to maintain the school and the quality of education. Additional fundraising is required to support the demand for greater need-based financial aid.
- Finalize the feasibility study for the Seat in the Class set aside program, formalize and implement
- Create “Opportunity Grant” giving options
- Increase financial aid from 10% to 12% through budgetary and external funding efforts over a four-year period
- Articulate criteria for existing financial aid programs
- Explore the requirements and expansion of a Young Expert scholarship
D) Expand and create services options for low-income families
Background:
Education and evaluation around twice-exceptional and strength-based, talent-focused educational models is prohibitively expensive. In addition to general awareness, there are specific tools and activities that can be undertaken at minimal cost that may be helpful. These efforts could provide informal 2e screening, increase knowledge and understanding, and support parents as advocates. These services would be useful for twice-exceptional and neurotypical students alike.
- Provide free Suite of Tools™ w/supplemental reporting for IEP form
- Provide free or reduced fee counseling
- Finalize “talent development village“ enrichment & research model and secure grants for implementation in summer 2025 by 2e Center and Graduate School
