Do Students in Gifted Programs Perform Better? Linking Gifted Program Participation to Achievement and Nonachievement Outcomes

Autor/inn/en	Redding, Christopher; Grissom, Jason A.
Titel	Do Students in Gifted Programs Perform Better? Linking Gifted Program Participation to Achievement and Nonachievement Outcomes
Quelle	In: Educational Evaluation and Policy Analysis, 43 (2021) 3, S.520-544 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Redding, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737211008919
Schlagwörter	Academically Gifted; Gifted Education; Program Effectiveness; Elementary School Students; Reading Achievement; Mathematics Achievement; Attendance; Learner Engagement; Student Mobility; Racial Differences; Ethnicity; Low Income Students; Socioeconomic Influences; Students with Disabilities; Student Characteristics; State Policy; Achievement Gains; Language Usage; English; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Anwesenheit; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Rassenunterschied; Ethnizität; Sozioökonomischer Faktor; Disability; Disabilities; Behinderung; Achievement gain; Leistungssteigerung; Sprachgebrauch; English language; Englisch
Abstract	Growing concerns about inequitable access have made public investment in gifted programs controversial in many school districts, yet advocates maintain that gifted services provide necessary enrichment for exceptional students to succeed at school. We provide evidence on whether the typical gifted program indeed benefits elementary students' achievement and nonachievement outcomes, using nationally representative data from the Early Childhood Longitudinal Study, 2010-2011 kindergarten cohort. Leveraging within-school and within-student comparisons, we find that participating in a school's gifted program is associated with reading and mathematics achievement for the average student, although associations are small. We find no evidence of a relationship between gifted participation and student absences, reported engagement with school, or student mobility. Black and low-income students do not see the academic gains that their peers experience when receiving gifted services. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01