The Impact of Elementary Gifted Mathematics Programming: Moving Into Middle School

• In Event: Roundtable Session 25
  In Roundtable Session: Programs for the Gifted, Creative, and Talented

Abstract

The ECLS-K database was used to examine the effects of elementary gifted mathematics programming on middle school mathematics placement and achievement. Differences between gender, English language learners, minorities, and students of poverty were also investigated. Students who participated in an elementary gifted program were compared with like-ability students who attended schools with no gifted programming. Results show (1) growth of mathematics knowledge is not significantly impacted by the presence of an elementary gifted program, (2) students from underrepresented populations continue to be underrepresented in advanced classes, (3) nongifted students have a higher growth rate of mathematics knowledge than gifted students, and (4) gifted elementary students are likely to be placed in the highest level mathematics classes in middle school.

Author

• Josie Zayac, Anne Arundel County Public Schools