The Relationship Between School District Self-Assessments and Outcomes

• In Event: AERA Poster Session 12
  In Poster Session: Gifted Education Poster Session 2

Abstract

Self-assessments are key to the evaluative process. The famous phrase “Temet Nosce” translates to know yourself in Latin. The phrase is intended to convey the importance of self-evaluation and assessment. In this study, we examine how school district gifted education self-assessment ratings in Texas’ mandatory self-evaluation program align with different gifted education metrics: representation, participation in AP/dual credit courses, and budgetary allotments. A generalized linear model framework is used to evaluate our research questions. We found that self-assessment ratings were not statistically related to a district’s representation of traditionally under identified students in their gifted program. On the other hand, districts with more AP/dual credit courses and greater budget allotments tended to rate their programs higher.

Authors

• Jaret Hodges, University of North Texas

• Lindsay Ellis Lee, East Tennessee State University

• Kacey Crutchfield, University of North Texas

• Kristen N Lamb, University of Alabama