Supporting and Promoting Advanced Potential in the Primary Grades

• In Event: 25.058 - Challenging All Advanced Learners: Research Insights From Projects Funded by the Jacob K. Javits Program

Abstract

The purpose of this project is promoting diversity in gifted program identification and student success in advanced academic experiences through early attention to high potential in underserved populations. Students from backgrounds of poverty and those from some minority groups have been historically underrepresented in gifted programs (Olszewski-Kubilius & Clarenbach, 2012). In a recent national survey, less than 20% of school districts reported alignment between the percentage of students of poverty in the district overall and the percentage in elementary gifted programs (Callahan, Moon, & Oh, 2014). Recent research has demonstrated significant gaps at high levels of achievement between students of diverse racial and ethnic backgrounds and between students of different income groups (Plucker, Hardesty, & Burroughs, 2013).

In this project, which scales up the Young Scholars Model (Horn, 2014), we propose that high-potential students from underserved groups are more likely to be identified for and successful in advanced programs if primary teachers have professional development in recognizing and responding to them, and if they engage in advanced learning in the early grades. Goals include increasing identification of students from underserved groups; promoting achievement through engagement in challenging curriculum; and promoting professional practice around recognizing and responding to advanced learners.

The project involves a quasi-experimental design in which similar schools within districts represent treatment and comparison groups. K-2 teachers in both groups participate in professional development to support referral of students to the project. Interventions include additional professional development, summer programs with advanced curriculum, and cluster grouping. We are examining rate of growth in reading and mathematics and rate of identification for local gifted programs. Project schools included 12 schools across three districts in the first year, with an added 8 schools in a fourth district in the second year.

Data sources include the Naglieri Nonverbal Ability Test (NNAT-2; Naglieri, 2011); the Measures of Academic Progress for Primary Grades (MPG; Northwest Evaluation Association) or Measures of Academic Progress (MAP); and teacher referral forms (Shaklee, 2002). The MPG/MAP will be collected 2-3 times annually, allowing measurement of growth over time.

Results from initial data collection with 329 students demonstrated similar scores for treatment and comparison students on all measures, indicating that the referral process was functioning similarly in both groups. At the next data point, we determined that adjustments were needed to the MPG/MAP scores because the continuous scaling anticipated between the tests was not functioning as expected, but might disadvantage students who move to the more advanced test early, thus affecting scores for over 50 students in the sample. These adjustments will allow us to analyze and draw conclusions from achievement scores as related to group and to summer program participation.

In this poster, we share findings about similar treatment and comparison group referrals using a specific teacher measure with professional development support. We also share data demonstrating the adjustments that were needed to the achievement scores to reflect progress more appropriately, with discussion of the implications of using these assessments for measuring achievement for students of high potential.

Authors

• Catherine A. Little, University of Connecticut

• Jill L. Adelson, University of Louisville

• Kelly L. Kearney, University of Connecticut

• Kathleen Cash, University of Louisville

• Rebecca O'Brien, University of Connecticut