NEPC Review: 'The Broken Pipeline: Advanced Education Policies at the Local Level' (Thomas B. Fordham Institute, April 2024)
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| Title: | NEPC Review: 'The Broken Pipeline: Advanced Education Policies at the Local Level' (Thomas B. Fordham Institute, April 2024) |
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| Language: | English |
| Authors: | Eunice S. Han, University of Colorado at Boulder, National Education Policy Center (NEPC) |
| Source: | National Education Policy Center. 2024. |
| Availability: | National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Great Lakes Center for Education Research and Practice |
| Document Type: | Reports - Evaluative Opinion Papers |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Gifted Education, Elementary Secondary Education, Gifted, Board of Education Policy, Research Reports, Review (Reexamination), Validity, Program Evaluation, Educational Practices, Ability Identification |
| Abstract: | A recent report from the Thomas B. Fordham Institute offers an up-to-date national description of the current picture of policies and practices at the district level designed to provide what the report calls advanced and gifted education. The report is based on data from a survey conducted in 2023. Its stated goal is to provide a better understanding of district policies to improve the provision of advanced education programs by examining the breadth of district policies for such programs. Issues addressed include identification, program types, curriculum, teacher support, and predictors for policy implementation. The report constructs an "advanced education index" that gauges the prevalence of advanced education programs and the comprehensiveness of district policies. Based on this index, it concludes that US district policies for advanced learners are subpar. However, given the data limitations and problems with the key assumptions in the report's methodology, this conclusion and the report's associated policy suggestions are overstated. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED677372 |
| Database: | ERIC |
| Abstract: | A recent report from the Thomas B. Fordham Institute offers an up-to-date national description of the current picture of policies and practices at the district level designed to provide what the report calls advanced and gifted education. The report is based on data from a survey conducted in 2023. Its stated goal is to provide a better understanding of district policies to improve the provision of advanced education programs by examining the breadth of district policies for such programs. Issues addressed include identification, program types, curriculum, teacher support, and predictors for policy implementation. The report constructs an "advanced education index" that gauges the prevalence of advanced education programs and the comprehensiveness of district policies. Based on this index, it concludes that US district policies for advanced learners are subpar. However, given the data limitations and problems with the key assumptions in the report's methodology, this conclusion and the report's associated policy suggestions are overstated. |
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