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Promises, Pitfalls, and Tradeoffs in Identifying Gifted Learners: Evidence from a Curricular Experiment. EdWorkingPaper No. 22-603

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Title: Promises, Pitfalls, and Tradeoffs in Identifying Gifted Learners: Evidence from a Curricular Experiment. EdWorkingPaper No. 22-603
Language: English
Authors: Angel H. Harris, Darryl V. Hill, Matthew A. Lenard, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2022.
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: 45
Publication Date: 2022
Sponsoring Agency: Office of Elementary and Secondary Education (OESE) (ED), Jacob K. Javits Gifted and Talented Students Education Program
Contract Number: S206A140032
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Descriptors: Elementary School Students, Talent Identification, Academically Gifted, Gifted Education, Gifted, Student Diversity, Disproportionate Representation, Achievement Rating, Student Evaluation, Curriculum Design, Intervention, Experimental Curriculum, Experimental Programs, Program Implementation, Program Evaluation, Program Effectiveness, Program Design
Geographic Terms: North Carolina
Abstract: Disparities in gifted representation across demographic subgroups represents a large and persistent challenge in U.S. public schools. In this paper, we measure the impacts of a school-wide curricular intervention designed to address such disparities. We implemented Nurturing for a Bright Tomorrow (NBT) as a cluster randomized trial across elementary schools with the low gifted identification rates in one of the nation's largest school systems. NBT did not boost formal gifted identification or math achievement in the early elementary grades. It did increase reading achievement in select cohorts and broadly improved performance on a gifted identification measure that assesses nonverbal abilities distinct from those captured by more commonly used screeners. These impacts were driven by Hispanic and female students. Results suggest that policymakers consider a more diverse battery of qualifying exams to narrow disparity gaps in gifted representation and carefully weigh tradeoffs between universal interventions like NBT and more targeted approaches.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED672081
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED672081
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  Data: Promises, Pitfalls, and Tradeoffs in Identifying Gifted Learners: Evidence from a Curricular Experiment. EdWorkingPaper No. 22-603
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Label: Abstract
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  Data: Disparities in gifted representation across demographic subgroups represents a large and persistent challenge in U.S. public schools. In this paper, we measure the impacts of a school-wide curricular intervention designed to address such disparities. We implemented Nurturing for a Bright Tomorrow (NBT) as a cluster randomized trial across elementary schools with the low gifted identification rates in one of the nation's largest school systems. NBT did not boost formal gifted identification or math achievement in the early elementary grades. It did increase reading achievement in select cohorts and broadly improved performance on a gifted identification measure that assesses nonverbal abilities distinct from those captured by more commonly used screeners. These impacts were driven by Hispanic and female students. Results suggest that policymakers consider a more diverse battery of qualifying exams to narrow disparity gaps in gifted representation and carefully weigh tradeoffs between universal interventions like NBT and more targeted approaches.
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  Data: 2025
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  Data: ED672081
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED672081
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 45
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Talent Identification
        Type: general
      – SubjectFull: Academically Gifted
        Type: general
      – SubjectFull: Gifted Education
        Type: general
      – SubjectFull: Gifted
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Achievement Rating
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Experimental Curriculum
        Type: general
      – SubjectFull: Experimental Programs
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      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Program Evaluation
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      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Program Design
        Type: general
      – SubjectFull: North Carolina
        Type: general
    Titles:
      – TitleFull: Promises, Pitfalls, and Tradeoffs in Identifying Gifted Learners: Evidence from a Curricular Experiment. EdWorkingPaper No. 22-603
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