An Analysis of Fifth Grade Gifted and Talented Student Math and Reading Achievement in South Texas Public Schools

Autor/inn/en	Smith, Stephanie; Kupczynski, Lori; Mundy, Marie-Anne; Desiderio, Mike F.
Titel	An Analysis of Fifth Grade Gifted and Talented Student Math and Reading Achievement in South Texas Public Schools
Quelle	In: Journal of Instructional Pedagogies, 19 (2017), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-5324
Schlagwörter	Grade 5; Reading Achievement; Mathematics Achievement; Public Schools; Academically Gifted; Comparative Analysis; Socioeconomic Status; Program Effectiveness; Effect Size; Scores; Gender Differences; Standardized Tests; Achievement Tests; Educational Legislation; Federal Legislation; State Policy; Statistical Analysis; School Districts; Texas + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Public school; Öffentliche Schule; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsrecht; Schulgesetz; Bundesrecht; Statistische Analyse; School district; Schulbezirk
Abstract	This study investigated the achievement of south Texas public school fifth graders participating in gifted and talented programming compared to the achievement of fifth graders not participating in gifted and talented classification in the area of math to determine if any differences exist. Student achievement of males and females and students identified for free/reduced or full price lunch participating in gifted and talented programs were also examined for differences in achievement levels. Data analysis results indicate that there are significant differences between students who participate in gifted education programs and those who do not. For all results, a negligible effect size was present, indicating the gifted education program had a minimal effect on the scores for the students participating in the program. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01