Are U.S. Schools Closing the "Gifted Gap"? Analyzing Elementary and Middle Schools' Gifted Participation and Representation Trends (2012–2016).
Saved in:
| Title: | Are U.S. Schools Closing the "Gifted Gap"? Analyzing Elementary and Middle Schools' Gifted Participation and Representation Trends (2012–2016). |
|---|---|
| Authors: | Yaluma, Christopher B.1 (AUTHOR) yaluma.1@osu.edu, Tyner, Adam2 (AUTHOR) |
| Source: | Journal of Advanced Academics. Feb2021, Vol. 32 Issue 1, p28-53. 26p. 4 Charts, 17 Graphs. |
| Subject Terms: | *Gifted children, *Elementary schools, *Middle schools, *School closings, *Gifted & talented education, Participation |
| Abstract: | This article tests hypotheses by examining variations in the percentage of elementary and middle schools offering gifted and talented programs as well as gifted student participation and representation between 2012 and 2016. Using the Office of Civil Rights and the National Center for Educational Statistics (NCES) Common Core data, we find that between 2012 and 2016, the percentage of schools with gifted programs declined slightly. Crucially, gifted participation is increasing faster in low-poverty schools than in high-poverty schools. Furthermore, suburban schools became more likely to have gifted programs than urban, rural, or town schools. However, gifted participation by urbanicity decreased across all four locales. Using only 2016 data, we show that students who are Black and Hispanic continue to be statistically underrepresented. We conclude with a brief discussion and policy implications. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This article tests hypotheses by examining variations in the percentage of elementary and middle schools offering gifted and talented programs as well as gifted student participation and representation between 2012 and 2016. Using the Office of Civil Rights and the National Center for Educational Statistics (NCES) Common Core data, we find that between 2012 and 2016, the percentage of schools with gifted programs declined slightly. Crucially, gifted participation is increasing faster in low-poverty schools than in high-poverty schools. Furthermore, suburban schools became more likely to have gifted programs than urban, rural, or town schools. However, gifted participation by urbanicity decreased across all four locales. Using only 2016 data, we show that students who are Black and Hispanic continue to be statistically underrepresented. We conclude with a brief discussion and policy implications. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 1932202X |
| DOI: | 10.1177/1932202X20937633 |
