Author ORCID Identifier:
Date of Graduation
7-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Education Policy (PhD)
Degree Level
Graduate
Department
Education Reform
Advisor/Mentor
Wai, Jonathan
Committee Member
Maranto, Robert
Second Committee Member
McKenzie, Sarah
Keywords
Gifted and Talented Education, equity, multilevel modeling (MLM), outcomes, impact, education policy
Abstract
This dissertation broadly addresses the question—does gifted and talented (G/T) education matter? It particularly examines the short term and long-term outcomes of G/T education, with a focus on program evaluation methods, and equity in G/T education. Using longitudinal data and rigorous methods, this research comprises three interconnected studies. The first chapter examines college enrollment trends and selectivity among G/T students, and it demonstrates that G/T students were more likely to attend colleges overall and selective colleges than non-G/T students. The second chapter compares academic and college outcomes between G/T and non-G/T students using propensity score matching to address selection bias. It demonstrates that G/T students score higher in academic tests as well as enroll in colleges and choose STEM majors at a higher rate compared to similar non-G/T students. The third chapter conducts a meta-analytic synthesis of studies to assess the effectiveness of G/T interventions, with particular attention to methodological rigor. This chapter eventually reinforces the findings of first and second chapter by showing positive association of G/T interventions with academic and long-term outcomes. Using advanced methods, such as multilevel modeling (MLM) and propensity score matching, the study addresses gaps in existing literature, including biases in program evaluation and limited focus on underserved populations and rural contexts. The inclusion of Arkansas as a focal point offers a unique lens to study G/T education in less researched settings. The findings aim to inform policies and practices that enhance the equity and effectiveness of G/T programs, contributing to the broader discourse on education policy and student outcomes.
Citation
Helal, A. M. (2026). Understanding the Impacts of Gifted Education: Policy, Practice, and Methods. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/6357
