A Class by Another Name but Which Does the Same

• In Event: Motivation and Achievement of Gifted Individuals

Abstract

This mixed methods study examines the effects of gifted math and reading/language arts classes on the academic achievement of gifted and high achieving non-gifted students in a large urban district. Using multilevel optimal matching, our quantitative analyses found no reliable effect of gifted classes on the math or reading achievement of either gifted or high achieving non-gifted students. Teachers reported that high-stakes accountability and a highly-structured curriculum constrained their ability to differentiate the content and instruction of the gifted classes. The results suggest merely grouping gifted students together does not result in increased achievement; it’s also necessary to differentiate curriculum and instruction in academically meaningful and rigorous ways.

Authors

• D. Betsy Mccoach, University of Connecticut

• Daniel A. Long, University of Connecticut - Storrs

• Allison W. Kenney, RMC Research Corporation

• Vonna Hemmler, Amherst College

• Del Siegle, University of Connecticut

• Carolyn M. Callahan, University of Virginia

• Elizabeth Jean Gubbins, University of Connecticut

• Christopher H Rhoads, University of Connecticut

• Susan Dulong Langley, University of Connecticut

• Ashley Yorke Carpenter, University of Connecticut - Storrs