High Aptitude, Mixed Signals: College Pathways of Twice-Exceptional Students

• In Event: AERA Research in Progress Roundtable Session Two
  In Invited Roundtable: Research-in-Progress RT014 (Thursday)

Abstract

We estimate college enrollment outcomes for twice exceptional (2e) students—gifted/talented (GT) with a disability—using four statewide cohorts linked to the National Student Clearinghouse. We benchmark 2e against GT only, disability only, and neither. Outcomes include any college enrollment, two vs. four year destination, and four year selectivity tiers. Models use a three-block specification with demographics/prior achievement, school/district FEs, and coursework/readiness with SEs clustered by school. We anticipate 2e students will trail GT only peers most on four year enrollment and selectivity, with gaps shrinking when coursework/readiness is added—implicating pathway/advising frictions rather than pure access. Heterogeneity (disability category, FRL, race/ethnicity, gender, urbanicity, charter) will flag where coordination GT-SPED coordination matters most.

Author

• Ashley Rieske, University of Arkansas at Fayetteville