ERIC Number: EJ1228611
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Money over Merit? Socioeconomic Gaps in Receipt of Gifted Services
Grissom, Jason A.; Redding, Christopher; Bleiberg, Joshua F.
Harvard Educational Review, v89 n3 p337-369 Fall 2019
In this essay, Jason A. Grissom, Christopher Redding, and Joshua F. Bleiberg investigate the receipt of gifted services based on the socioeconomic status (SES) of elementary school students and their families. Using nationally representative longitudinal data, they show that gaps in the receipt of gifted services between the highest and lowest SES students are profound, and these gaps remain substantial even after taking into account students' achievement levels and other background factors and using school fxed effects to explain school sorting. The authors discuss several potential approaches schools and districts can use to ameliorate the apparent disadvantages students from low-SES families experience in processes surrounding receipt of gifted services.
Descriptors: Academically Gifted, Access to Education, Elementary School Students, Socioeconomic Status, Socioeconomic Influences, Student Characteristics, Low Income Groups, Equal Education, Disproportionate Representation, Talent Identification, Academic Persistence, Institutional Characteristics, Racial Differences, Ethnicity, Reading Achievement, Mathematics Achievement, Family Structure, English Language Learners
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey