The Effect of Curricular Intervention on the Long-Term Math Achievement of Gifted English Learners

• In Event: Interventions and Gifted Education

Abstract

This longitudinal experimental study examines the effects of curricular intervention on the achievement trajectories of gifted English Learners (ELs) in mathematics and literacy over a three-year period, from kindergarten to second grade. Fifty-five gifted EL students were randomly assigned to an experimental group that received an enriched math curriculum with language-integrated content instruction, while the comparison group followed a regular grade-level curriculum. The results showed that the experimental group outperformed the comparison group in both math and reading tests after two years of implementation. The study underscores the significance of advanced curricular interventions in supporting high-ability ELs' academic success. The study's findings have significant implications for gifted education, especially regarding differentiated programming and effective instructional strategies for diverse students.

Authors

• Jenny Yang, St. John's University

• Gulnur Ozbek, St. John's University

• Seokhee Cho, St. John's University