Gifted and Talented Education in Arkansas: Accuracy of Identification and Efficacy of Programming

• In Event: AERA Poster Session 8
  In Poster Session: Gifted Education, Creativity, and Talent Development Posters

Abstract

The accurate identification and talent development of underrepresented and low-income students is a longstanding concern in gifted education. While some studies have reported positive associations between gifted and talented programs and student achievement, well-being, and academic acceleration (e.g. Assouline et al., 2015), careful causal identification of programming efficacy remains a challenge. Additionally, given that gifted and talented identification procedures vary widely from state to state, correctly identifying gifted children is important to help match them with appropriate programming. Within the context of the State of Arkansas (AR), this study is motivated by two questions. First, how effective is AR’s current gifted and talented (GT) identification process at identifying high-performing students? Second, do current GT services promote talent development in AR?

Authors

• Bich T. Tran, University of Arkansas

• Jonathan Wai, University of Arkansas at Fayetteville

• Jonathan N Mills, University of Arkansas at Fayetteville

• Sarah C. McKenzie, University of Arkansas at Fayetteville

• Dustin Seaton, Northwest Arkansas Education Service Cooperative