Identification of Gifted and Talented English Learner Students in Grades K-5 in Texas: Lessons from Student-Level Data. Policy Brief

Autor/inn/en	Ruiz de Castilla, Verónica; August, Diane
Institution	Texas Education Research Center
Titel	Identification of Gifted and Talented English Learner Students in Grades K-5 in Texas: Lessons from Student-Level Data. Policy Brief
Quelle	(2017), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Talent Identification; Gifted Education; Academically Gifted; English Language Learners; Children; Elementary School Students; Kindergarten; African American Students; Hispanic American Students; Economically Disadvantaged; Student Participation; Disproportionate Representation; Statewide Planning; School Demography; Public Schools; Instructional Program Divisions; Texas + Suchen Sie Ihr Suchwort? Begabtenanalyse; Talentsuche; Child; Kind; Kinder; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Planwirtschaft; Schulbesuchsrate; Public school; Öffentliche Schule
Abstract	The members of Regional Educational Laboratory (REL) Southwest's Texas English Learners Research Alliance requested this project because they were interested in learning more about the participation of current English learner students in gifted and talented (GT) programs in Texas, and how their participation compared with that of former English learner students and students who were never English learner students. A series of studies have been conducted to find out more about GT participation rates of current and former English learner students and students who were never English learner students. The purpose of this first component of the project was to use descriptive, nonexperimental analyses to find out if current English learner students were underrepresented in GT programs in Texas public schools, and to further explore data on current and former English learner students in schools serving grades K-5. This brief shares results from four primary research questions: (1) How does the participation of current English learner students in GT programs compare with their participation in the total student population in Texas public schools?; (2) What percentage of Texas schools serving grades K-5 have proportional representation of current and former English learner students in their general student population and in their GT population?; (3) In what elementary grades are current, former, and never English learner students first identified as gifted?; and (4) How do the rates of GT participation at each grade level compare among current, former, and never English learner students? (ERIC).
Anmerkungen	Texas Education Research Center. University of Texas at Austin, Pickle Research Campus, 10100 Burnet Road, Bldg #137 TCB, Rm 1.143A, L4500, Austin, TX 78758; Tel: 512-471-4528; Web site: https://texaserc.utexas.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01