What Really Happens in Gifted Education: A Portrait of Three States

Abstract

The purpose of this study was to provide a snapshot of gifted education within three states. We examined district and school reports of policies and program practices including service delivery model choices, reassessment decisions, the existence of special activities for traditionally underserved students, and curriculum choices. The data presented in this report reflect the policies and practices for approximately 326 districts and 3,880 schools. Through our examination, one theme in particular emerged: there tends to be a lack of alignment between district selection criteria and various components of gifted services. In this presentation, we will explore this misalignment, discuss recommendations for schools and districts, as well as further examine the alignment between state, district, and school policies and practices. PurposeThe purpose of this study was to provide a snapshot of gifted education within three states. We examined district and school reports of policies and program practices including service delivery model choices, reassessment decisions, the existence of special activities for traditionally underserved student, and curriculum choices. Through this examination, one theme in particular emerged: district selection criteria does not align with various components of gifted services. We explore this disconnect further in the current study. Additionally, in the full presentation, we will examine the correspondence between state, district, and school policies and practices. PerspectivesPeters, Matthews, McCoach, and McBee (2014) in their book on designing and implementing advanced academic programs point out that traditional models for gifted education tend to start with the identification of gifted students. However, when school and district administrators focus their efforts on first designing the gifted program, the identification and selection process, including the selection of assessments, are better aligned with programming decisions and can better predict student success. In the current study, we examine the extent of this alignment with survey data collected from three states.Having updated information on school and district practice is useful for informing policies, practices, and future scholarship. The most recent data on programs attempting to develop the gifts and talents of promising students are provided by the 2014-2015 State of the States in Gifted Education report (NAGC & CSDPG, 2013), which included data from 40 states, DC, and Guam. While this data provides insight into these programs, the biennial survey is only administered to state-level coordinators. The particulars of gifted programming are dictated by both state and local education agencies and therefore examining district and school practices are essential for understanding the condition of education for gifted children. Additionally, with the growing economic, linguistic, and racial diversity in public schools, it is important to know how schools and districts are serving the diverse array of learners. MethodsBetween A...