Closing Poverty-Based Excellence Gaps: Conceptual, Measurement, and Educational Issues

Autor/inn/en	Plucker, Jonathan A.; Peters, Scott J.
Titel	Closing Poverty-Based Excellence Gaps: Conceptual, Measurement, and Educational Issues
Quelle	In: Gifted Child Quarterly, 62 (2018) 1, S.56-67 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986217738566
Schlagwörter	Academically Gifted; Family Income; Poverty; Socioeconomic Influences; Intervention; Educational Quality; Student Needs; At Risk Students; Elementary Secondary Education; Accountability; Teacher Competencies; Ability Grouping; Teacher Education Programs; National Competency Tests; Grade 4; Grade 8; Grade 12; Academic Achievement; Racial Differences; Ethnicity; Welfare Services; Achievement Gap; Talent Identification; Disproportionate Representation; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Familieneinkommen; Armut; Sozioökonomischer Faktor; Quality of education; Bildungsqualität; Verantwortung; Lehrkunst; Homogene Gruppierung; Niveaugruppierung; Streaming; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; School year 12; 12. Schuljahr; Schuljahr 12; Schulleistung; Rassenunterschied; Ethnizität; Fürsorgeeinrichtung; Begabtenanalyse; Talentsuche
Abstract	The number of economically vulnerable students in the United States is large and growing. In this article, we examine income-based excellence gaps and describe recent controversies in the definition and measurement of poverty, with an eye toward their application to gifted education and meeting the needs of talented, economically vulnerable students. Regardless of how poverty is conceptualized, evidence suggests that U.S. childhood poverty rates are indeed high, both in absolute terms and relative to other countries, and that income-related achievement disparities are similarly large. Recommendations are included for interventions to close persistent poverty excellence gaps, including frontloading, broadened understanding of opportunity, universal screening using local norms, improved educator preparation and support, state K-12 accountability systems that reward schools for closing excellence gaps, widespread use of ability grouping, and selective use of psychosocial interventions at the college level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01