Assessing the COVID-19 Pandemic's Influence on College-Readiness Indicators Among Gifted Secondary Students in Texas: A 2018-2021 Comparative Study from Advanced Placement and Dual Credit Participation and Successful Completion

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 1
  In Roundtable Session: Research on Gifted Students in Adolescence and Adulthood: Precocity, Creativity, and College Readiness (Table 11)

Abstract

Secondary gifted services are primarily delivered through an advanced academic model, emphasizing Advanced Placement (AP) and Dual Credit (DC) classes in the US. This trend is corroborated by the National Association for Gifted Children's 2020-2021 State of the States in Gifted Education report, highlighting the prevalence of AP, Advanced/Honors Courses, and Dual Enrollment as the top high school delivery service models. The COVID-19 pandemic necessitated a shift to virtual learning in Texas, affecting various aspects of education, including college entrance exams. While research on the pandemic's impact on gifted education has primarily focused on elementary-aged students, this study examines how the COVID-19 pandemic affected advanced academic high school students participating in AP and DC coursework in Texas. This quantitative study uses a hierarchical model to delve into shifts in college readiness metrics as defined by the Texas Education Agency's (TEA) College, Career, and Military Readiness (CCMR) component, a significant factor in school district ratings, particularly focusing on metrics related to advanced academic coursework completion across diverse demographic categories. By analyzing shifts in successful completion of advanced academic coursework among different demographic groups in Texas, this research seeks to provide insights into the pandemic's effects on secondary gifted education.

Author

• Yuyang Shen, University of North Texas