Using State District Program Plans to Analyze District Practices in Identifying and Delivering Services to Gifted Students

• In Event: Poster Session 7
  In Poster Session: Current Issues in Gifted Education and Creativity Research

Abstract

After creating a Theory of Change based on the literature in gifted education we established a rating matrix for examining all of the district plans for program implementation in two states characterized by significant populations of historically underserved gifted students. Ratings across 133 variables took place after training to establish rater agreement. Continuous monitoring of rater agreement ensured over 85% agreement across nine raters. Descriptive findings relevant to Preparation (specific instruction in talent development), Pre‐Identification, Identification, Intervention (Curriculum and Instruction and Service Delivery), District Administration, and Outcomes are discussed in the paper. Further analysis focuses on comparing the district plans across states, tying plans to proportions of identified underserved populations and comparisons the NAGC Pre-K-Grade 12 Gifted Programming Standards.

Authors

• Carolyn M. Callahan, University of Virginia

• E. Jean Gubbins

• Mona Aliana Mohammad Alimin, University of Virginia

• Annalissa V. Brodersen, University of Virginia

• Sarah Hack Luria, University of Connecticut

• Melanie Caughey, University of Virginia

• Karen Cross, University of Connecticut

• Susan Dulong Langley, University of Connecticut

• Sunhee Park, University of Virginia