The Finance of Gifted and Talented Education: Productivity and Predictors

• In Event: Research in Progress Roundtable Session 3
  In Invited Roundtable: Research Insights into Gifted and Talented Education: Policy, Critical Race Feminism, and Queer Theory (Table 8)

Abstract

This paper investigates the relationship between funding for gifted and talented (G/T) programs and short-term academic growth of G/T students as well as predictors of G/T growth and G/T costs. Using the district finance data in Arkansas from the 2017-18 through 2022-23 fiscal years (with the exception of one year due to COVID-19), findings indicate no statistically significant association between G/T expenditure and changes in test scores. However, School districts with a higher proportion of minority students or G/T students tend to have lower test scores and spend less per G/T student, underscoring that funding disparities across districts may play a role in limiting G/T growth outcomes.

Author

• Al Mansor Helal, University of Arkansas at Fayetteville