Assessing the Influence of No Child Left Behind on Gifted Education Funding in Texas: A Descriptive Study

Autor/in	Hodges, Jaret
Titel	Assessing the Influence of No Child Left Behind on Gifted Education Funding in Texas: A Descriptive Study
Quelle	In: Journal of Advanced Academics, 29 (2018) 4, S.321-342 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X18779343
Schlagwörter	Educational Legislation; Federal Legislation; Gifted; Special Education; Educational Finance; Financial Support; Elementary Secondary Education; Public Schools; Rural Schools; Suburban Schools; School Districts; Budgets; Texas + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; Begabter, Hoch Begabter; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsfonds; Finanzielle Förderung; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; School district; Schulbezirk; Finanzhaushalt
Abstract	No Child Left Behind (NCLB) has defined the past 15 years of public K-12 education. An incentive structure built around adequate yearly progress created an environment that was not aligned with gifted education. Texas, with over 11% of the total identified gifted population in the United States, state funding for gifted, and incentivized identification policies, made an ideal case study to analyze the ramifications of NCLB on gifted education. This article explores how Texas responded to NCLB and that response's influence on district-level funding for gifted education. In total, 16 years of financial and enrollment data were analyzed for the 1,025 public school districts in Texas using the frame work of a longitudinal mixed model. Results indicated that there was an annual decline in the percentage of budget allocated to gifted education of 0.04 percentage points for rural school districts, 0.08 for suburban, 0.07 for town, and 0.05 for urban. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01