Should Millions of Students Take a Gap Year? Large Numbers of Students Start the School Year above Grade Level

Autor/inn/en	Peters, Scott J.; Rambo-Hernandez, Karen; Makel, Matthew C.; Matthews, Michael S.; Plucker, Jonathan A.
Titel	Should Millions of Students Take a Gap Year? Large Numbers of Students Start the School Year above Grade Level
Quelle	In: Gifted Child Quarterly, 61 (2017) 3, S.229-238 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986217701834
Schlagwörter	Elementary School Students; Middle School Students; Academic Achievement; Language Arts; Mathematics Education; Achievement Gains; Developmental Stages; Ability Grouping; Educational Policy; Academic Ability; Advanced Students; Common Core State Standards; Achievement Tests; Scores; Data Analysis; Texas; California; Wisconsin + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Sprachkultur; Mathematische Bildung; Achievement gain; Leistungssteigerung; Homogene Gruppierung; Niveaugruppierung; Streaming; Politics of education; Bildungspolitik; Fortgeschrittener; Common core curriculum; Curriculum; Kerncurriculum; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Auswertung; Kalifornien
Abstract	Few topics have garnered more attention in preservice teacher training and educational reform than student diversity and its influence on learning. However, the actual degree of cognitive diversity has yet to be considered regarding instructional implications for advanced learners. We used four data sets (three state-level and one national) from diverse contexts to evaluate how many students perform above grade level in English Language Arts and mathematics. Results revealed that among American elementary and middle school students, 20% to 49% in English Language Arts and 14% to 37% in mathematics scored 1 year or more above grade level. We address what these findings imply for K-12 schools, grouping decisions, and educational policies that strive to foster advanced abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01