Washington's High-Ability Programs during the No Child Left behind Era

Autor/inn/en	Hodges, Jaret; Lamb, Kristen
Titel	Washington's High-Ability Programs during the No Child Left behind Era
Quelle	In: Journal for the Education of the Gifted, 42 (2019) 4, S.283-302 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hodges, Jaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353219874422
Schlagwörter	Educational Policy; Educational Finance; Financial Support; Accountability; Academically Gifted; School Districts; Educational Legislation; Federal Legislation; Student Needs; Programs; Equal Education; Elementary Secondary Education; Educational History; Self Contained Classrooms; Ability Grouping; Advanced Placement; Independent Study; Individualized Instruction; Honors Curriculum; Mentors; Washington + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsfonds; Finanzielle Förderung; Verantwortung; School district; Schulbezirk; Bildungsrecht; Schulgesetz; Bundesrecht; Program; Programme; Programmes; Programm; History of education; Bildungsgeschichte; Homogene Gruppierung; Niveaugruppierung; Streaming; Selbststudium; Individualisierender Unterricht
Abstract	This study used historical data to find associations between changes in policies, funding, and accountability stemming from No Child Left Behind and the provision of services offered to students identified as gifted in the state of Washington. Descriptive statistics and a regression model are used to examine the change in gifted programs by school districts from 2006 to 2007 up until the point where the state received a waiver (2012-2013). Initial results suggest that, during this time frame, the number of districts reporting having gifted programs declined from 77% to 62% of school districts. Furthermore, the regression results provide evidence that school districts that did not make adequate yearly progress were more likely to no longer report having a gifted program as time progressed ([beta] = -0.29, SE = 0.11). Those districts that retained gifted programs expanded program options. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01