ERIC Number: EJ1145980
Record Type: Journal
Publication Date: 2017-Jul
Abstractor: As Provided
Should Millions of Students Take a Gap Year? Large Numbers of Students Start the School Year above Grade Level
Peters, Scott J.; Rambo-Hernandez, Karen; Makel, Matthew C.; Matthews, Michael S.; Plucker, Jonathan A.
Gifted Child Quarterly, v61 n3 p229-238 Jul 2017
Few topics have garnered more attention in preservice teacher training and educational reform than student diversity and its influence on learning. However, the actual degree of cognitive diversity has yet to be considered regarding instructional implications for advanced learners. We used four data sets (three state-level and one national) from diverse contexts to evaluate how many students perform above grade level in English Language Arts and mathematics. Results revealed that among American elementary and middle school students, 20% to 49% in English Language Arts and 14% to 37% in mathematics scored 1 year or more above grade level. We address what these findings imply for K-12 schools, grouping decisions, and educational policies that strive to foster advanced abilities.
Descriptors: Elementary School Students, Middle School Students, Academic Achievement, Language Arts, Mathematics Education, Achievement Gains, Developmental Stages, Ability Grouping, Educational Policy, Academic Ability, Advanced Students, Common Core State Standards, Achievement Tests, Scores, Data Analysis
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: Texas; California; Wisconsin