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Exploring the Impact of New York City's Gifted and Talented Program: A Matched Comparison Study

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Title: Exploring the Impact of New York City's Gifted and Talented Program: A Matched Comparison Study
Language: English
Authors: Katherine J. Strickland (ORCID 0009-0003-9066-7510), Wendy Chan, Michael Gottfri (ORCID 0000-0002-4396-0576), Jiexuan Huang, Daniel Hildreth
Source: AERA Open. 2024 10(1).
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: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Gifted Education, Academically Gifted, Gifted, Student Evaluation, Urban Schools, Elementary School Students, Middle School Students, Achievement Gains, Program Effectiveness, Minority Group Students, Comparative Testing, Achievement Tests
Geographic Terms: New York (New York)
ISSN: 2332-8584
Abstract: The Gifted and Talented program in New York City is one of the largest and longest running programs for gifted students in the nation. Yet little is known about its effects on student outcomes. Using student-level administrative data of New York City public school students between the 2010--2011 and 2018-2019 academic years, we studied the effects of the Gifted and Talented program on students' test score performance. Estimates from a matched comparison study show significant gains in middle school English language arts and math proficiency, after controlling for cohort, ethnicity, and district. Our balanced treatment and control groups provided sufficient sample sizes with which to analyze the performance of underrepresented minoritized groups, and we found significant treatment heterogeneity, where Black and Hispanic students showed the largest increase in academic proficiency scores after participating in the Gifted and Talented program. Implications of these findings for education policy--particularly related to new developments in selective school admissions--are discussed.
Abstractor: As Provided
Entry Date: 20250101
Accession Number: EJ1455195
Database: ERIC
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  Data: Exploring the Impact of New York City's Gifted and Talented Program: A Matched Comparison Study
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  Data: <searchLink fieldCode="AR" term="%22Katherine+J%2E+Strickland%22">Katherine J. Strickland</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-9066-7510">0009-0003-9066-7510</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wendy+Chan%22">Wendy Chan</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+Gottfri%22">Michael Gottfri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4396-0576">0000-0002-4396-0576</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jiexuan+Huang%22">Jiexuan Huang</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+Hildreth%22">Daniel Hildreth</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2024 10(1).
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  Data: 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
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  Data: 15
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Gifted+Education%22">Gifted Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Gifted%22">Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Testing%22">Comparative Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+York+%28New+York%29%22">New York (New York)</searchLink>
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  Data: 2332-8584
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  Data: The Gifted and Talented program in New York City is one of the largest and longest running programs for gifted students in the nation. Yet little is known about its effects on student outcomes. Using student-level administrative data of New York City public school students between the 2010--2011 and 2018-2019 academic years, we studied the effects of the Gifted and Talented program on students' test score performance. Estimates from a matched comparison study show significant gains in middle school English language arts and math proficiency, after controlling for cohort, ethnicity, and district. Our balanced treatment and control groups provided sufficient sample sizes with which to analyze the performance of underrepresented minoritized groups, and we found significant treatment heterogeneity, where Black and Hispanic students showed the largest increase in academic proficiency scores after participating in the Gifted and Talented program. Implications of these findings for education policy--particularly related to new developments in selective school admissions--are discussed.
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  Data: EJ1455195
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    Languages:
      – Text: English
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        PageCount: 15
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      – SubjectFull: Gifted Education
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      – SubjectFull: Academically Gifted
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Urban Schools
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Middle School Students
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      – SubjectFull: Achievement Gains
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Comparative Testing
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      – SubjectFull: Achievement Tests
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      – SubjectFull: New York (New York)
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      – TitleFull: Exploring the Impact of New York City's Gifted and Talented Program: A Matched Comparison Study
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