Examining the Efficacy of Add-On Licensure Coursework in Academically or Intellectually Gifted

• In Event: Poster Session 16
  In Poster Session: Research in Gifted Education and Creativity

Abstract

We examine whether teachers’ completion of a graduate-level program in gifted education affects the performance of these teachers’ academically or intellectually gifted (AIG) K-12 students. Program completion data for teachers were obtained from the institution where those teachers completed their gifted education coursework between 2010-2016. Additional teacher and student data were obtained from the Duke University North Carolina Education Research Data Center (NCERDC). We use propensity score matching to identify a matched control group of teachers without AIG licensure. We compare student-level outcomes (North Carolina end of grade and end of course test scores) of the students of our teacher cohort who completed the AIG licensure coursework to the outcomes of the students of our control teachers.

Authors

• Michael S. Matthews, University of North Carolina - Charlotte

• Elise Demeter, University of North Carolina - Charlotte