Curriculum-based assessment: An alternative approach for screening young gifted children in rural areas

1987 ◽  
Vol 8 (4) ◽  
pp. 9-14 ◽  
Author(s):  
Bonnie G. Joyce ◽  
William D. Wolking
Keyword(s):  
School Districts ◽  
Rural Areas ◽  
Standardized Test ◽  
Gifted Students ◽  
Achievement Test ◽  
Gifted Children ◽  
Rural School Districts ◽  
Alternative Approach ◽  
Trained Personnel ◽  
Metropolitan Readiness Test

The present study evaluated the criterion validity of a curriculum-based assessment (CBA) used in the identification of gifted children. Scores on the CBA were compared to scores on standardized test measures (Metropolitan Readiness Test and the Metropolitan Achievement Test) to determine which procedure better identified gifted students. Predictive validity of the two procedures were comparable; however, the practical advantages of the CBA are important considerations for students, teachers, and administrators in rural school districts where funds and trained personnel may be limited.

scholarly journals Consolidating Rural School Districts: Potential Savings and Effects on Student Achievement

2000 ◽  
Vol 32 (3) ◽  
pp. 573-583 ◽  
Author(s):  
Charles Jacques ◽  
B. Wade Brorsen ◽  
Francisca G. C. Richter
Keyword(s):  
School District ◽  
School Districts ◽  
Test Scores ◽  
Economies Of Scale ◽  
Standardized Test ◽  
Rural School ◽  
Rural School Districts ◽  
School District Consolidation ◽  
School District Size ◽  
District Consolidation

AbstractOne frequently proposed policy is to consolidate rural school districts in order to save money by obtaining economies of size. The effects of school district size on both expenditures and standardized test scores are estimated for Oklahoma. Results indicate that economies of scale with respect to expenditures per student exist up to an average daily membership (ADM) of 965 students, but that as school districts become larger, tests scores decline. Even if savings in school district administration from consolidation are spent on instruction, state average test scores would decrease slightly. Thus, school district consolidation can reduce costs, but it will also reduce student learning.

Model for low incidence special education preservice training

1987 ◽  
Vol 7 (4) ◽  
pp. 9-12 ◽  
Author(s):  
Marie Knowiton
Keyword(s):  
School Districts ◽  
Rural Areas ◽  
Demographic Data ◽  
Field Testing ◽  
Rural School Districts ◽  
Short Term ◽  
Preservice Training ◽  
Qualified Personnel ◽  
Low Incidence ◽  
Practicum Experiences

A model for preservice training for teachers of low incidence handicaps is presented that addresses the need to provide qualified personnel in rural school districts. Emphasis is placed on delivering training in a flexible program that includes intensive short-term summer courses, correspondence course options, and relevant practicum experiences in rural areas. Demographic data are included from the first two years of field testing the model.

Special Education Policy Change

2017 ◽  
Vol 36 (2) ◽  
pp. 64-72 ◽  
Author(s):  
Brenda L. Barrio
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
School Districts ◽  
Policy Change ◽  
Rural Areas ◽  
English Language ◽  
The United States ◽  
Rural School ◽  
Disproportionate Representation ◽  
Rural School Districts

Research suggests that disproportionate representation of culturally and linguistically diverse students in special education has been a recurring topic of concern in the field of special education within the United States. Over the past few years, this concern has shifted to focus on the disproportionate representation of English Language Learners (ELLs) in categories of mild to moderate disabilities, specifically within the category of learning disabilities. Although improvements in educational policy have been made through federal legislation, local rural school districts continue to battle this concern, especially those in rural areas. The following article focuses on the recommendations for development, implementation, and evaluation of local policy change to improve the disproportionate representation of ELL students within rural school districts.

Preparation of teachers to work with communicatively handicapped students in rural schools

1986 ◽  
Vol 7 (3) ◽  
pp. 6-9 ◽  
Author(s):  
Ann Beth Sarachan-Deily
Keyword(s):  
New York ◽  
School Districts ◽  
Rural Schools ◽  
Rural Areas ◽  
Communication Disorders ◽  
The United States ◽  
Rural School ◽  
Academic Disciplines ◽  
Rural School Districts ◽  
Service Levels

There is a shortage of qualified speech-language pathologists in rural school districts throughout the United States. As a result, many communicatively handicapped students in rural areas are underserved. The need for information concerning communication disorders in rural areas, at both the preservice and in service levels, has become critical. The results of a three-year collaborative project between The College of Saint Rose and fifteen rural school districts in upstate New York are presented, with implications for other universities, rural school districts, and academic disciplines. Suggestions for using collaborative strategies in preparing communication disordered students to work in rural schools, and needs for the future are discussed.

Perceived Challenges for Rural Gifted Education

2020 ◽  
Vol 43 (3) ◽  
pp. 184-198 ◽  
Author(s):  
Katie D. Lewis ◽  
Cecelia Boswell
Keyword(s):  
Rural Communities ◽  
School Districts ◽  
Gifted Education ◽  
Gifted Students ◽  
Rural Culture ◽  
Rural School Districts ◽  
Gifted Programs ◽  
Educational Decisions ◽  
Gifted Programming ◽  
Rural Settings

Rural communities and school systems are the heart of many states across the nation. Yet, many of the challenges facing rural gifted education remain unanswered. There is limited research or policy focused on gifted students, teachers of the gifted, or gifted programming in rural settings. Understanding how culture defines rural communities and influences educational decisions is key in overcoming challenges within gifted programs. This study seeks to explore some of the perceived challenges and the influence of rural culture in providing gifted services in four rural school districts in Texas. Findings highlight the struggles of rural gifted programs to identify and serve gifted students. These struggles fall into three categories: limited funding, limited time, and limited resources available for gifted programs.

Comparison of Group Measures in Identification of Rural, Culturally Diverse Gifted Students

1988 ◽  
Vol 67 (3) ◽  
pp. 751-754 ◽  
Author(s):  
Frances A. Karnes ◽  
James E. Whorton
Keyword(s):  
Elementary Schools ◽  
Culturally Diverse ◽  
Gifted Students ◽  
Achievement Test ◽  
Intelligence Test ◽  
Gifted Children ◽  
Rural Elementary Schools ◽  
Identification Of Gifted

The focus of this article is on the identification of rural, culturally diverse gifted children. The Culture-fair Intelligence Test and the Standard Progressive Matrices were administered to 652 students enrolled in Grades 3 to 8 of rural elementary schools. Scores from these two tests and the California Achievement Test are reported. Their usefulness in the identification of gifted children is discussed.

scholarly journals The Fiscal Effects of Tax Increment Financing on Rural School Districts: The Case of Iowa

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842199114
Author(s):  
Phuong Nguyen-Hoang
Keyword(s):  
Rural Communities ◽  
School Districts ◽  
Property Tax ◽  
Rural School ◽  
Tax Rates ◽  
Rural School Districts ◽  
Tax Increment Financing ◽  
Tax Base ◽  
Positive Effects ◽  
Development Tool

Tax increment financing (TIF)—an economic (re)development tool originally designed for urban cities—has been available to rural communities for decades. This is the first study to focus solely on TIF in rural school districts, to examine TIF effects on school districts’ property tax base and rates, and to conduct event-study estimations of TIF effects. The study finds that TIF has mostly positive effects on rural school districts’ property tax base and mixed effects on property tax rates, and that TIF-induced increases in tax base come primarily from residential property and slightly from commercial property. The study’s findings assert the importance of returned excess increment if rural school districts in Iowa and many other states are to benefit from TIF.

Action Research and Practical Inquiry: Multicultural Content Integration in Gifted Education: Lessons from the Field

2002 ◽  
Vol 25 (3) ◽  
pp. 269-289 ◽  
Author(s):  
Margie K. Kitano ◽  
Katie S. Pedersen
Keyword(s):  
Action Research ◽  
Staff Development ◽  
Secondary Teachers ◽  
Gifted Education ◽  
Gifted Students ◽  
Gifted Children ◽  
Content Integration

This article describes the attempt of 2 staff-development practitioners to understand—through practical inquiry—elementary and secondary teachers' multicultural goals and implementation experiences with gifted students in a diverse district. An informal survey of teachers participating in an in-service course on gifted education suggested that many of these teachers had goals and experiences related to multicultural curricula for gifted children. Through the survey, teachers also identified obstacles they encountered in implementing multicultural activities and benefits they perceived. Teachers' stories describing their practice were gathered through observations, written reports, and videotapes. Findings offer several implications for guiding teachers' implementation of content related to diversity.

Providing Services for Rural Gifted Children

1984 ◽  
Vol 50 (4) ◽  
pp. 326-331 ◽  
Author(s):  
Gayle Haywood Gear
Keyword(s):  
Rural Schools ◽  
Gifted Students ◽  
Financial Resources ◽  
Gifted Children ◽  
Community Resources ◽  
Standard Procedures ◽  
Comprehensive Programs ◽  
Special Classes

Small numbers of gifted students in rural schools inhibit programming by special classes or hiring of additional staff. Inadequate financial resources also frequently impede the development of comprehensive programs. Because rural schools vary in capacity and commitment to respond, there are no standard procedures for programming for gifted students. This article develops a foundation for program efforts which acknowledges the diversity among rural schools and respects the capacity of their staff to innovate and use existing community resources.

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