Gifted Education Policy and Equitable Identification of Students for Gifted Education

• In Event: Advancing Equity in Gifted Education

Abstract

The chief outcome of advocacy in gifted education is policy supporting identification and services for gifted education. Inequitable access remains a significant challenge to gifted education, yet little research has studied the impact of policy on equity/inequity in gifted education. Three studies of school districts (n=310, n=128, n=60) examined the mean Relative Difference in Composition Indices (RDCI) in states with and without gifted education policy mandates. Data across all three of the analyses suggest that state policy mandates in gifted education yield no effects on improved equity. Some analyses indicated school districts operating without state policy had more equitable RDCI than those with policies. More equity specific advocacy and equity policy studies are recommended.

Authors

• Todd Kettler, Baylor University

• Yasmin Christine Laird, Baylor University

• Maryann R Hebda, Baylor University