ERIC Number: EJ1097741
Record Type: Journal
Publication Date: 2016-May
Abstractor: As Provided
Reference Count: 17
Why Are Economists Evaluating the Impact of Gifted Education?
Journal of Advanced Academics, v27 n2 p81-89 May 2016
Bui, Craig, and Imberman assessed the impact of gifted and talented programs on student achievement using regression discontinuity and random assignment to gifted magnet schools. In both analyses, they found minimal impact of the gifted and talented programs on student achievement. This commentary addresses two concerns associated with the study. First, the studies provided no description of the gifted students in the analyses, and some evidence suggests that the students in the study may not match typical conceptions of giftedness. Second, the outcome measures (Stanford Achievement Tests) may not have aligned well with the intent of the gifted program in the school district. In addition, this commentary asked why and how economists study the impact of gifted education programs. It is recommended that those who study and practice gifted education seek common ground on the goals and measurable outcomes of gifted education programs in ways satisfying to both the field of gifted education and to policy evaluators.
Descriptors: Economic Research, Educational Research, Gifted, Special Education, Program Effectiveness, Academic Achievement, Research Problems, Regression (Statistics), Outcome Measures, Achievement Tests, Standardized Tests, Research Methodology, Middle Schools, Magnet Schools
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Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Stanford Achievement Tests