Exploring Alignment in Gifted Education Program Policies and Practices

• In Event: 72.050 - Poster Session 17
  In Poster Session: 72.050-6 - Giftedness and Creativity

Abstract

Previous studies demonstrate a possible disconnect between gifted education policies at the state and district level (e.g., Callahan, Moon, & Oh, 2013), and the extent to which local practices are aligned with state/district policies is unknown. Researchers (e.g., Baker, 2001; Kettler, Russel, & Puryear, 2015) indicate gifted programs may vary according to district/school size and/or district/school resources. In this study I use qualitative document analysis to examine gifted education policies and practices about identification and service delivery models/programming within two states. I examine state/district-level policies as well as district/school-level reported practices. Results indicate state and district policies and practices are toward alignment with recommended practices in identification, while in services they are less aligned with each other and recommended practices.

Author

• Annalissa V. Brodersen, University of Virginia