Are U.S. Schools Closing the 'Gifted Gap'? Analyzing Elementary and Middle Schools' Gifted Participation and Representation Trends (2012-2016)
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| Title: | Are U.S. Schools Closing the 'Gifted Gap'? Analyzing Elementary and Middle Schools' Gifted Participation and Representation Trends (2012-2016) |
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| Language: | English |
| Authors: | Yaluma, Christopher B. (ORCID |
| Source: | Journal of Advanced Academics. Feb 2021 32(1):28-53. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Academically Gifted, Gifted Education, Elementary Schools, Middle Schools, Access to Education, Rural Schools, Urban Schools, Suburban Schools, Racial Differences, Ethnicity, Socioeconomic Status, Equal Education, Acceleration (Education), Talent Identification, African American Students, Hispanic American Students, Poverty, Enrollment Rate |
| DOI: | 10.1177/1932202X20937633 |
| ISSN: | 1932-202X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1281289 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 1932-202X |
| DOI: | 10.1177/1932202X20937633 |
