Predictors of Access to Advanced Learning: What Makes for a Successful School? EdWorkingPaper No. 21-403
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| Title: | Predictors of Access to Advanced Learning: What Makes for a Successful School? EdWorkingPaper No. 21-403 |
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| Language: | English |
| Authors: | Scott J. Peters, James S. Carter III, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2021. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 52 |
| Publication Date: | 2021 |
| Sponsoring Agency: | American Educational Research Association (AERA) |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education Grade 8 Higher Education Postsecondary Education |
| Descriptors: | Predictor Variables, Access to Education, Advanced Courses, Algebra, Geometry, Mathematics Instruction, Gifted Education, Talent, Grade 7, Grade 8, Enrollment Trends, Correlation, Educational Trends, School District Wealth, Achievement Gap, Socioeconomic Influences, Parent Background, Educational Attainment, Higher Education, Educational Opportunities, Institutional Characteristics, Advanced Placement, State Policy, School Districts, Academic Achievement |
| Abstract: | A wide research base has documented the unequal access to and enrollment in K-12 gifted and talented services and other forms of advanced learning opportunities. This study extends that knowledge base by integrating multiple population-level datasets to better understand correlates of access to and enrollment in gifted and talented services, seventh-grade Algebra 1, and eighth-grade Geometry. Results show that states vary widely with some serving 20% of their students as gifted while others serve 0%. Similarly, within-district income segregation, income-related achievement gaps, and the percent of parents with a college degree are the dominant predictors of a school offering these opportunities and the size of the school population served. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED671894 |
| Database: | ERIC |
| Abstract: | A wide research base has documented the unequal access to and enrollment in K-12 gifted and talented services and other forms of advanced learning opportunities. This study extends that knowledge base by integrating multiple population-level datasets to better understand correlates of access to and enrollment in gifted and talented services, seventh-grade Algebra 1, and eighth-grade Geometry. Results show that states vary widely with some serving 20% of their students as gifted while others serve 0%. Similarly, within-district income segregation, income-related achievement gaps, and the percent of parents with a college degree are the dominant predictors of a school offering these opportunities and the size of the school population served. |
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