Bringing a Perspective from Outside the Field: A Commentary on Davis et al.'s (2010) Use of a Modified Regression Discontinuity Design to Evaluate a Gifted Program

Autor/inn/en	Adelson, Jill L.; Kelcey, Benjamin
Titel	Bringing a Perspective from Outside the Field: A Commentary on Davis et al.'s (2010) Use of a Modified Regression Discontinuity Design to Evaluate a Gifted Program
Quelle	In: Journal of Advanced Academics, 27 (2016) 2, S.109-116 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X16634142
Schlagwörter	Stellungnahme; Special Education; Gifted; Program Evaluation; Regression (Statistics); Research Methodology; Research Problems; Urban Schools; Intelligence Tests; Children; Intelligence Quotient; Educational Research; Economic Research; Identification; School Holding Power; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Begabter, Hoch Begabter; Programme evaluation; Programmevaluation; Regression; Regressionsanalyse; Research method; Forschungsmethode; Forschungskritik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Intelligence test; Intelligenztest; Child; Kind; Kinder; Intelligenzquotient; Bildungsforschung; Pädagogische Forschung; Wirtschaftsforschung; Identifikation; Identifizierung
Abstract	In this commentary of "Evaluating the Gifted Program of an Urban School District Using a Modified Regression Discontinuity Design" by Davis, Engberg, Epple, Sieg, and Zimmer, we examine the background of the study, critique the methods used, and discuss the results and implications. The study used a fuzzy regression discontinuity design based on an IQ score predicted by the processing speed index and working memory index sub-scores of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-4) with the outcome of 1- and 2-year retention in the urban district. Results indicate a statistically significant positive relationship between gifted identification and retention, particularly for students not receiving a meal subsidy. Although this study has novelty, particularly in the outcome and in the use of this design in gifted education research, the focus on IQ scores is a methodological and practical limitation, as is the focus on results for higher income families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01