Project Activities
The researchers surveyed all district GT coordinators in the state to capture GT program features and combined these data with state administrative datasets to assess the relationship between GT program features and short- and long-term student outcomes. The researchers also examined mediators and moderators of the relationship, and gave special attention to factors that contribute to the success of minorities and low-income students, who have historically been underrepresented in GT programs.
Structured Abstract
Setting
All K-12 public schools in Washington state (including urban, suburban, and rural).
Sample
Approximately 1 million K-12 public school students (about 60,000, or 5.8%, of whom are identified as gifted) in approximately 300 school districts.
The researchers examined malleable program features such as classroom structure, student groupings, and resource availability.
Research design and methods
The researchers linked data collected through district surveys to existing state datasets to address the following questions:
- How do the education resources available to GT students differ from those available to high-achieving, non-GT students?
- How do differences in resources vary by the structure of GT programming?
- How do differences in resources vary for underserved populations?
- How does participation in GT programs influence students' short- and long-term academic and behavioral outcomes?
- How do participation effects vary by GT programming structure and for underserved student populations?
- Do changes in classroom resources for GT and non-GT students explain observed effects of participation on student outcomes?
Control condition
The estimation strategy compared the measured performance of students in GT programs to similar, high-achieving students who do not participate in these programs.
Key measures
The researchers measured program structure (e.g. part- or full-time ability grouping), resource variables (e.g., peer achievement, teacher quality, access to advanced courses); and student outcome variables (e.g., standardized test scores, attendance, grades, high school graduation, and college enrollment). They also used student demographic data to examine results by subgroups.
Data analytic strategy
The researchers used a variety of value-added regressions to examine the short- and long-term effects of GT participation as well as mediators/moderators of GT effects. In addition, researchers used a differences-in-differences approach to examine how the introduction of gifted programs affected student achievement.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
The researchers will produce preliminary evidence of potentially promising gifted education program features, peer-reviewed publications, and a research brief.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
