Promises, Pitfalls, and Tradeoffs in Identifying Gifted Learners: Evidence from a Curricular Experiment. EdWorkingPaper No. 22-603
Saved in:
| 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 |
Be the first to leave a comment!
