NEPC Review: 'The Broken Pipeline: Advanced Education Policies at the Local Level' (Thomas B. Fordham Institute, April 2024)
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| Title: | NEPC Review: 'The Broken Pipeline: Advanced Education Policies at the Local Level' (Thomas B. Fordham Institute, April 2024) |
|---|---|
| Language: | English |
| Authors: | Eunice S. Han, University of Colorado at Boulder, National Education Policy Center (NEPC) |
| Source: | National Education Policy Center. 2024. |
| Availability: | National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Great Lakes Center for Education Research and Practice |
| Document Type: | Reports - Evaluative Opinion Papers |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Gifted Education, Elementary Secondary Education, Gifted, Board of Education Policy, Research Reports, Review (Reexamination), Validity, Program Evaluation, Educational Practices, Ability Identification |
| Abstract: | A recent report from the Thomas B. Fordham Institute offers an up-to-date national description of the current picture of policies and practices at the district level designed to provide what the report calls advanced and gifted education. The report is based on data from a survey conducted in 2023. Its stated goal is to provide a better understanding of district policies to improve the provision of advanced education programs by examining the breadth of district policies for such programs. Issues addressed include identification, program types, curriculum, teacher support, and predictors for policy implementation. The report constructs an "advanced education index" that gauges the prevalence of advanced education programs and the comprehensiveness of district policies. Based on this index, it concludes that US district policies for advanced learners are subpar. However, given the data limitations and problems with the key assumptions in the report's methodology, this conclusion and the report's associated policy suggestions are overstated. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED677372 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED677372 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: NEPC Review: 'The Broken Pipeline: Advanced Education Policies at the Local Level' (Thomas B. Fordham Institute, April 2024) – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Eunice+S%2E+Han%22">Eunice S. Han</searchLink><br /><searchLink fieldCode="AR" term="%22University+of+Colorado+at+Boulder%2C+National+Education+Policy+Center+%28NEPC%29%22">University of Colorado at Boulder, National Education Policy Center (NEPC)</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22National+Education+Policy+Center%22"><i>National Education Policy Center</i></searchLink>. 2024. – Name: Avail Label: Availability Group: Avail Data: National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 11 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Great Lakes Center for Education Research and Practice – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Evaluative<br />Opinion Papers – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Gifted+Education%22">Gifted Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Gifted%22">Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Board+of+Education+Policy%22">Board of Education Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Reports%22">Research Reports</searchLink><br /><searchLink fieldCode="DE" term="%22Review+%28Reexamination%29%22">Review (Reexamination)</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Ability+Identification%22">Ability Identification</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A recent report from the Thomas B. Fordham Institute offers an up-to-date national description of the current picture of policies and practices at the district level designed to provide what the report calls advanced and gifted education. The report is based on data from a survey conducted in 2023. Its stated goal is to provide a better understanding of district policies to improve the provision of advanced education programs by examining the breadth of district policies for such programs. Issues addressed include identification, program types, curriculum, teacher support, and predictors for policy implementation. The report constructs an "advanced education index" that gauges the prevalence of advanced education programs and the comprehensiveness of district policies. Based on this index, it concludes that US district policies for advanced learners are subpar. However, given the data limitations and problems with the key assumptions in the report's methodology, this conclusion and the report's associated policy suggestions are overstated. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: ED677372 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED677372 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 11 Subjects: – SubjectFull: Gifted Education Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Gifted Type: general – SubjectFull: Board of Education Policy Type: general – SubjectFull: Research Reports Type: general – SubjectFull: Review (Reexamination) Type: general – SubjectFull: Validity Type: general – SubjectFull: Program Evaluation Type: general – SubjectFull: Educational Practices Type: general – SubjectFull: Ability Identification Type: general Titles: – TitleFull: NEPC Review: 'The Broken Pipeline: Advanced Education Policies at the Local Level' (Thomas B. Fordham Institute, April 2024) Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: University of Colorado at Boulder, National Education Policy Center (NEPC) – PersonEntity: Name: NameFull: Eunice S. Han IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Type: published Y: 2024 Titles: – TitleFull: National Education Policy Center Type: main |
| ResultId | 1 |
