Are U.S. Schools Closing the "Gifted Gap"? Analyzing Elementary and Middle Schools' Gifted Participation and Representation Trends (2012-2016)

Autor/inn/en	Yaluma, Christopher B.; Tyner, Adam
Titel	Are U.S. Schools Closing the "Gifted Gap"? Analyzing Elementary and Middle Schools' Gifted Participation and Representation Trends (2012-2016)
Quelle	In: Journal of Advanced Academics, 32 (2021) 1, S.28-53 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yaluma, Christopher B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X20937633
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Education; Access; Bildung; Zugang; Bildungszugang; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Acceleration; Beschleunigung; Begabtenanalyse; Talentsuche; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Armut
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01