Researchers consider the underrepresentation of Black, Hispanic, and Native American students is largely due to the use of traditional methods of identification (i.e., IQ and standardized achievement tests). To address this concern, researchers created novel non-traditional identification methods (e.g., non-verbal tests, student portfolios, affective checklists). This metaanalysis of 54 studies, consisting of 85 effect sizes representing 191,287,563 students, provides evidence that non-traditional identification methods, while able to narrow the proportional identification gap between underrepresented (Black, Hispanic, and Native American) and represented (Asian and White American) populations, are still unable to address the issue of education inequity. An overall risk ratio of .34 was calculated for non-traditional methods of identification in comparison to a .27 risk ratio for traditional methods. While the non-traditional methods help identify more underrepresented students as gifted, the results of this meta-analysis show that better identification methods are needed to address inequities in identification.
The effect of the 2008 Recession has reverberated throughout public education in the United States. This paper examines how the gifted education funding in the state of Texas changed following the Great Recession. The framework of a generalized longitudinal mixed effect model was used to explore this topic. Data acquired from the Texas Education Association included financial and demographic information on Texas School districts (n = 1,025) between the 1999-2000 and 2014-2015 academic school years. The primary finding was that the Great Recession adversely affected suburban school districts. These districts saw a greater percentage point reduction of budget allocated toward gifted programming (-.24) than rural (-.08), town (-.05), or urban (-.08) school districts (t = 2.72, p < .01).
Most pre-kindergarten (pre-K) and kindergarten curricula are challenging and engaging, but few are strongly grounded in science, technology, engineering, and mathematics (STEM) education. In this study, the authors examined parental perception (N = 55) of the influences of a Saturday STEM enrichment program in one university center on pre-K and kindergarten students and their attitudes toward STEM learning. Using survey data collected from 2013 to 2016, the authors studied parental comments about benefits, drawbacks, and memorable moments they observed from their children's experiences during the program. These comments were analyzed qualitatively using NVivo, and three main themes were developed. The themes were children's reactions to STEM learning, meeting the needs of young gifted learners, and learning beyond the classroom. These themes reinforced current literature in the field showing young children's need for STEM education. Sadly, few opportunities for STEM-focused programming for young children exist.
The Great Recession is an economic crisis which has had repercussions through different facets of U.S. society. Texas, despite overall economic health, enacted severe cuts to the education as a result of the Great Recession. A potential consequence of these austerity measures is the identification of Black, Latinx, and Native American students for gifted education services. This paper examines effects of the Great Recession and educational budget policy on the identification of Black, Latinx, and Native American students for gifted services in Texas. Publicly available data was acquired from the Texas Education Agency on district demographic data from 1999 to 2015. A longitudinal mixed effect model was used to analyze rates of representation of Asian, Black, Latinx, and Native American students relative to White students. Results suggest that budgetary cuts to gifted education programs following the Great Recession did not adversely affect the representation of Black, Latinx, and Native American students in gifted education programs and that Asian students increased their representation in gifted programs.
The Classroom Practices Survey is an instrument developed to collect information on educators' use of differentiated instruction with students achieving at average and high levels. The purposes of this study were to investigate if the Classroom Practices Survey (1) yields reliable and valid data from the groups it was originally designed for, and (2) can be used to evaluate teachers' differentiation practices for students who achieve at low levels. Participants included 648 elementary teachers who completed the Classroom Practices Survey on students achieving at high, average, and low levels. Results of confirmatory factor analyses revealed that the original six-factor model was not supported by the current data. Model fit was improved with a fourfactor model, but did not reach the recommended values for good model fit. Further research and possibly modifications are needed before this tool is used by researchers and schools. This study highlights the importance of periodically evaluating instruments and revising them if necessary.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.