Expanding Gifted Identification to Capture Academically Advanced Low-Income and Disadvantaged Students: The Case of Arkansas

• In Event: Identification of Gifted and Talented Populations

Abstract

This study leverages achievement and demographic data of 3rd through 8th-grade students to assess the effectiveness of G/T programs in Arkansas, USA, known as a relatively rural state. First, multivariate models indicate that high achieving students from lower socio-economic families were less likely to be identified as G/T. Second, using regression analysis and controlling for student characteristics, we investigate the association of gifted services with student outcomes who scored above the 95th percentile for Math or Reading relative to a similar ability group that did not gain access to gifted services. We found that students with G/T services experience significant gains in their academic achievements across five cohorts. Our study has policy implications for G/T screening strategies.

Authors

• Bich T. Tran, Dartmouth College

• Jonathan Wai, University of Arkansas at Fayetteville

• Sarah C. McKenzie, University of Arkansas at Fayetteville

• Dustin Seaton, Northwest Arkansas Education Service Cooperative

• Jonathan N Mills, University of Arkansas at Fayetteville