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Steenbergen-Hu, Saiying; Olszewski-Kubilius, Paula – Journal of Advanced Academics, 2016
The article by Davis, Engberg, Epple, Sieg, and Zimmer (2010) represents one of the recent research efforts from economists in evaluating the impact of gifted programs. It can serve as a worked example of the implementation of the regression discontinuity (RD) design method in gifted education research. In this commentary, we first illustrate the…
Descriptors: Special Education, Gifted, Identification, Program Evaluation
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Adelson, Jill L.; Kelcey, Benjamin – Journal of Advanced Academics, 2016
In this commentary of "Evaluating the Gifted Program of an Urban School District Using a Modified Regression Discontinuity Design" by Davis, Engberg, Epple, Sieg, and Zimmer, we examine the background of the study, critique the methods used, and discuss the results and implications. The study used a fuzzy regression discontinuity design…
Descriptors: Special Education, Gifted, Program Evaluation, Regression (Statistics)
Irving, Miles Anthony; Hudley, Cynthia – Journal of Advanced Academics, 2008
This study investigated the relationship between intercultural perceptions, identity, and academic achievement among African American males. Specifically, this study investigated the relationship of academic achievement, cultural mistrust, oppositional cultural attitudes, ethnic identity development and educational outcome expectations and value,…
Descriptors: African American Students, Ethnicity, Educational Objectives, Outcomes of Education
Kyburg, Robin M.; Hertberg-Davis, Holly; Callahan, Carolyn M. – Journal of Advanced Academics, 2007
The racial, ethnic, linguistic, and economic diversity within urban areas necessitates the creation of scholastic environments that are responsive to the varying academic and social needs of the student population. This qualitative study investigates ways in which teacher and administrator behavior and the school environment contribute to the…
Descriptors: Advanced Placement Programs, Educational Environment, Teacher Behavior, Administrator Behavior