Document Type
Brief
Publication Date
5-12-2021
Keywords
Gifted education, academic growth, above average intelligence, public schools
Series Title
Office for Education Policy
Series Number
Volume 18 Issue 7
Abstract
In this brief, we assess the relationship between being identified as gifted and academic growth among students who scored at or above the 95th percentile on state assessments in third grade. We follow five independent cohorts of these high-achieving students through eighth grade. Using regression analysis controlling for student and district characteristics, we find that students who received gifted services demonstrated statistically significantly greater academic growth on mathematics and literacy achievement across the time period examined than similarly high achieving peers that were not identified as gifted.
Citation
McKenzie, S., McGee, J. B., Reid, C. A., & Tran, B. (2021). A Longitudinal Study of Gifted Status and Academic Growth. Policy Briefs. Retrieved from https://scholarworks.uark.edu/oepbrief/158
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Education Policy Commons, Gifted Education Commons