Using Above-Level Testing to Track Growth in Academic Achievement in Gifted Students

Warne, Russell T.

doi:10.1177/0016986213513793

Cited by 11 publications

(20 citation statements)

References 62 publications

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“…• • Who are the students who take AP exams before the ninth grade? Are they similar to students who take the SAT and ACT in their early adolescence (see Olszewski-Kubilius & Lee, 2011;Warne, 2014;Warne et al, 2016)? Why do they take AP exams before enrolling in high school?…”

Section: Looking Forward With New Scientific and Policy Questionsmentioning

confidence: 99%

Research on the Academic Benefits of the Advanced Placement Program

Warne

2017

Sage Open

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With more than 3 million participants per year, the Advanced Placement (AP) program is one of the most popular programs in the United States for exposing high-achieving high school students to advanced academic content. Sponsored by the College Board, the AP program provides a framework in which high school teachers can teach introductory college-level courses to high school students. These students then take one of 34 standardized tests at the end of the year, and students who score well on their course’s AP test can receive college credit from their university in which they later enroll. Despite the popularity of the AP program, remarkably little independent research has been conducted on the academic benefits of AP. In this article, I summarize the state of knowledge about the academic benefits of AP. Previous research and descriptive data indicate that AP students outperform non-AP students on a variety of academic measures, but many other aspects of the program are poorly understood, partially due to variability across AP subjects. These aspects include the causal impact of AP, which components of the program are most effective in boosting academic achievement, and how students engage with the AP program. I also conclude by making suggestions for researchers to use new methodologies to investigate new scientific and policy questions and new student populations to improve the educational scholars’ and practitioners’ understanding of the AP program.

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Section: Looking Forward With New Scientific and Policy Questionsmentioning

confidence: 99%

Research on the Academic Benefits of the Advanced Placement Program

Warne

2017

Sage Open

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“…These examples highlight the information that above-level tests can provide and the ways they can aid in the educational planning for academically gifted students. Warne (2011Warne ( , 2014) studied a group of gifted middle school students who attended a magnet program in a diverse school district in a southern state. The examinees were in Grade 7 and all took the Grade 9 level of Form C of the core battery of the Iowa Tests of Educational Development (ITED; Forsyth, Ansley, Feldt, & Alnot, 2001.).…”

Section: Examples Of Above-level Testingmentioning

confidence: 99%

“…Likewise, because the reading and language scores are above average for the older groups, we would recommend that these students be exposed to literature and a language arts curriculum that are more typically reserved for ninth graders. Table 2 shows results of three middle school students from the same study (i.e., Warne, 2011Warne, , 2014. "Kevin," "Anna," and "Wendy" are seventh graders who were given the Grade 9 level of Form C of the core battery of the ITED.…”

Section: Examples Of Above-level Testingmentioning

confidence: 99%

Measuring the Outliers

Rambo‐Hernandez¹,

Warne²

2015

TEACHING Exceptional Children

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Out-of-level testing is an underused strategy for addressing the needs of students who score in the extremes, and when used wisely, it could provide educators with a much more accurate picture of what students know. Out-of-level testing has been shown to be an effective assessment strategy with high-achieving students; however, out-of-level testing has not been shown to work well with low-achieving students. This article provides a brief history of out-of-level testing, along with guidelines for using it.

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“…• • Above-level testing can be used to track progress of students with gifts and talents (Warne, 2014). Thus, above-level testing can be employed for formative assessment decision making.…”

Section: Specific Strategies For Use Within Models Of Gifted Instructmentioning

confidence: 99%

Providing Services for Students With Gifts and Talents Within a Response-to-Intervention Framework

Johnsen¹,

Parker²,

Farah³

2015

TEACHING Exceptional Children

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Response to intervention (RTI) was included in the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA), specifically as part of an assessment process to determine if a child has a disability. Although IDEA’s focus is on students with disabilities, 10 states have developed policies that attend to students with gifts and talents within their RTI frameworks (National Association for Gifted Children [NAGC] & the Council of State Directors of Programs for the Gifted [CSDPG], 2013). This article describes (a) how gifted and talented students might access services within a comprehensive RTI framework and (b) research-based models and practices in gifted education.

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Using Above-Level Testing to Track Growth in Academic Achievement in Gifted Students

Cited by 11 publications

References 62 publications

Research on the Academic Benefits of the Advanced Placement Program

Research on the Academic Benefits of the Advanced Placement Program

Measuring the Outliers

Providing Services for Students With Gifts and Talents Within a Response-to-Intervention Framework

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