Does Gifted Education Matter? A Quasi-Experimental Study of Short- and Long-Term Outcomes

• In Event: Programming, Professional Learning, and Instruction for Gifted Learners

Abstract

This study broadly addresses the question: Does gifted and talented (G/T) education matter? It particularly examines the academic outcomes as short-term impact and college enrollment outcomes as long-term impact of G/T education. Using longitudinal data (N = 79,874) and propensity score matching approach, this research compares academic and college outcomes between G/T and their similar non-G/T peers. Findings demonstrate that G/T students scored significantly higher in Grade 10 Math, Science, and ELA tests, compared to their matched non-G/T peers. Similarly, in college enrollment outcomes, G/T students appeared to be more likely to enroll in 4-year colleges and choose STEM majors in college. These findings aim to contribute to the broader discourse on education policy and student outcomes.

Authors

• Al Mansor Helal, University of Arkansas at Fayetteville

• Rian R. Djita, University of Arkansas at Fayetteville

• Jonathan Wai, University of Arkansas