A Study of Identification and Achievement Profiles of Performance Task-Identified Gifted Students over 6 Years

2007 ◽  
Vol 31 (1) ◽  
pp. 7-34 ◽  
Author(s):  
Joyce VanTassel-Baska ◽  
Annie Xuemei Feng ◽  
Elizabeth de Brux
Keyword(s):  
Minority Students ◽  
Low Income ◽  
Gifted Students ◽  
State Assessment ◽  
Female Students ◽  
The State ◽  
Effect Sizes ◽  
State Assessments ◽  
Gifted Programs ◽  
Performance Task

This study examined the trend of identification and achievement patterns of performance task-identified students over a span of 6 years (2000–2005), in comparison to profiles of students who were identified exclusively through traditional ability and achievement tests. The study findings suggested that the performance-based protocols were consistent across time in locating a higher percentage of low-income and minority students, as well as female students for gifted programs; a higher percentage of students with uneven verbal-nonverbal strengths were performance task-identified students also. Performance task-identified students scored significantly lower than traditionally identified students on both the English and math portions of the state assessment test for multiple years; however, the performance differences on state assessments were small, rendering small effect sizes.

scholarly journals Diversity and Technology: Classroom Implications of the Digital Divide

2005 ◽  
Vol 20 (4) ◽  
pp. 9-18 ◽  
Author(s):  
Maya Kalyanpur ◽  
Mubina H. Kirmani
Keyword(s):  
Students With Disabilities ◽  
Digital Divide ◽  
Minority Students ◽  
Low Income ◽  
Culturally Diverse ◽  
Female Students ◽  
Digital Inclusion ◽  
Technology Classroom ◽  
Diverse Backgrounds

This paper analyzes the intersection of technology and diversity in classrooms with reference to the implications of the inequity of access and usage for under-represented groups including low-income, minority students, students from culturally diverse backgrounds, students with disabilities, and female students. Strategies at national and individual levels to facilitate a process of digital inclusion for all children are identified.

Use of SOMPA in Identification of Gifted African-American Children

1992 ◽  
Vol 15 (4) ◽  
pp. 344-356 ◽  
Author(s):  
Janice L. Matthew ◽  
Anne K. Golin ◽  
Mary W. Moore ◽  
Carol Baker
Keyword(s):  
African American ◽  
Minority Students ◽  
Gifted Students ◽  
Gifted Programs ◽  
Disadvantaged Children ◽  
Placement Decisions ◽  
Gifted Programming ◽  
American Students ◽  
Iq Scores ◽  
American Children

To increase the proportion of elementary minority students identified as gifted, the System of Multicultural Pluralistic Assessment (SOMPA) was employed with minority disadvantaged children in a large urban school district. A group of African-American students in second through fifth grades became eligible for gifted programming when their IQ scores were adjusted using SOMPA procedures. The performance of these SOMPA students on the Ross Test of Higher Cognitive Processes and other measures did not differ from that of a group of African-American gifted students who were identified on the basis of traditional criteria. There were also no significant differences between the groups in Ross subtest scores seven months later. The SOMPA procedures used to identify these gifted students may provide an alternative method to increase the proportion of minority students in gifted programs; particularly in states that use IQ cut-off scores for placement decisions.

scholarly journals Universal screening increases the representation of low-income and minority students in gifted education

2016 ◽  
Vol 113 (48) ◽  
pp. 13678-13683 ◽  
Author(s):  
David Card ◽  
Laura Giuliano
Keyword(s):  
English Language Learners ◽  
Minority Students ◽  
Low Income ◽  
Gifted Education ◽  
Limited English Proficiency ◽  
Universal Screening ◽  
English Language ◽  
Screening Program ◽  
Gifted Students ◽  
Eligibility Criteria

Low-income and minority students are substantially underrepresented in gifted education programs. The disparities persist despite efforts by many states and school districts to broaden participation through changes in their eligibility criteria. One explanation for the persistent gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss qualified students from underrepresented groups. We study this hypothesis using the experiences of a large urban school district following the introduction of a universal screening program for second graders. Without any changes in the standards for gifted eligibility, the screening program led to large increases in the fractions of economically disadvantaged and minority students placed in gifted programs. Comparisons of the newly identified gifted students with those who would have been placed in the absence of screening show that Blacks and Hispanics, free/reduced price lunch participants, English language learners, and girls were all systematically “underreferred” in the traditional parent/teacher referral system. Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency.

The Sequential Scale-Up of an Evidence-Based Intervention: A Case Study

2018 ◽  
Vol 42 (3) ◽  
pp. 318-357 ◽  
Author(s):  
Jaime Thomas ◽  
Thomas D. Cook ◽  
Alice Klein ◽  
Prentice Starkey ◽  
Lydia DeFlorio
Keyword(s):  
Low Income ◽  
Controlled Trial ◽  
Scale Up ◽  
State Level ◽  
The State ◽  
Effect Sizes ◽  
Sequential Approach ◽  
Positive Effects ◽  
Low Income Families ◽  
Cluster Randomized

Policy makers face dilemmas when choosing a policy, program, or practice to implement. Researchers in education, public health, and other fields have proposed a sequential approach to identifying interventions worthy of broader adoption, involving pilot, efficacy, effectiveness, and scale-up studies. In this article, we examine a scale-up of an early math intervention to the state level, using a cluster randomized controlled trial. The intervention, Pre-K Mathematics, has produced robust positive effects on children’s math ability in prior pilot, efficacy, and effectiveness studies. In the current study, we ask if it remains effective at a larger scale in a heterogeneous collection of pre-K programs that plausibly represent all low-income families with a child of pre-K age who live in California. We find that Pre-K Mathematics remains effective at the state level, with positive and statistically significant effects (effect size on the Early Childhood Longitudinal Study, Birth Cohort Mathematics Assessment = .30, p < .01). In addition, we develop a framework of the dimensions of scale-up to explain why effect sizes might decrease as scale increases. Using this framework, we compare the causal estimates from the present study to those from earlier, smaller studies. Consistent with our framework, we find that effect sizes have decreased over time. We conclude with a discussion of the implications of our study for how we think about the external validity of causal relationships.

Survey of Provisions for Gifted Children in Illinois: A Summary Paper

1979 ◽  
Vol 2 (3) ◽  
pp. 132-140
Author(s):  
Linda Diane Avery ◽  
Leandro Bartolini
Keyword(s):  
Gifted Students ◽  
The State ◽  
Inservice Training ◽  
Gifted Children ◽  
Gifted Programs ◽  
Instructional Programs ◽  
Program Administration ◽  
Effective Utilization ◽  
Summary Paper ◽  
Improve Planning

In order to ascertain the nature and extent of services being offered to gifted students and to improve planning for more effective utilization of state resources, the Gifted Programs Section of the Illinois Office of Education initiated a statewide survey of programs for gifted students in the fall of 1977. The survey was designed to collect information (from locally sponsored gifted programs as well as those funded with state monies) on inservice training, identification, instructional programs, program administration, and parent organizations across the state.

Closing Poverty-Based Excellence Gaps: Supports for Gifted Students From Low-Income Households as Correlates of Academic Achievement

2021 ◽  
pp. 016235322110235
Author(s):  
Alaa Eldin A. Ayoub ◽  
Ahmed M. Abdulla Alabbasi ◽  
Jonathan A. Plucker
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Low Income ◽  
Rural Areas ◽  
Gifted Students ◽  
Self Report ◽  
Gifted Programs ◽  
Grade Point ◽  
Effective Role ◽  
Environmental Supports

Previous studies on poverty within the gifted population have shown that economically vulnerable gifted students are underrepresented in gifted programs. Moreover, the majority of published studies on this topic were conducted in Western cultures. We explored the psychological, cognitive, academic, social, and environmental supports for economically vulnerable students in the Arab culture. The sample consisted of 142 male and female students who were randomly selected from 10 middle schools in rural areas in Egypt. To assess the supports of gifted students, researchers developed a self-report questionnaire. Grade point average was used as an indicator of academic achievement. Results from cluster analysis showed that there were three profiles for low-income gifted students. Multiple regression analysis indicated that environmental, social, and psychological supports explained 44% of the variance in academic achievement. Environmental supports played the most effective role in predicting students’ academic achievement, followed by social and psychological supports.

THE ENTERPRISE ECONOMIC SECURITY SYSTEM: THE STATE ASSESSMENT USING MANAGEMENT FUNCTIONAL TYPES

2020 ◽  
Vol 14 (1) ◽  
pp. 183-200
Author(s):  
Olena Illiashenko ◽  
Yevhenii Rudnichenko ◽  
Tetiana Momot ◽  
Nataliia Havlovska
Keyword(s):  
Economic Security ◽  
State Assessment ◽  
The State ◽  
Security System ◽  
Functional Types

scholarly journals Qualitative perspectives of the North Carolina healthy food small retailer program among customers in participating stores located in food deserts

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lindsey Haynes-Maslow ◽  
Stephanie B. Jilcott Pitts ◽  
Kathryn A. Boys ◽  
Jared T. McGuirt ◽  
Sheila Fleischhacker ◽  
...  
Keyword(s):  
North Carolina ◽  
Low Income ◽  
Rural Areas ◽  
Food Access ◽  
Qualitative Interviews ◽  
Food Deserts ◽  
State Legislature ◽  
Healthy Food ◽  
The State ◽  
The North

Abstract Background The North Carolina Healthy Food Small Retailer Program (NC HFSRP) was established through a policy passed by the state legislature to provide funding for small food retailers located in food deserts with the goal of increasing access to and sales of healthy foods and beverages among local residents. The purpose of this study was to qualitatively examine perceptions of the NC HFSRP among store customers. Methods Qualitative interviews were conducted with 29 customers from five NC HFSRP stores in food deserts across eastern NC. Interview questions were related to shoppers’ food and beverage purchases at NC HFSRP stores, whether they had noticed any in-store efforts to promote healthier foods and beverages, their suggestions for promoting healthier foods and beverages, their familiarity with and support of the NC HFSRP, and how their shopping and consumption habits had changed since implementation of the NC HFSRP. A codebook was developed based on deductive (from the interview guide questions) and inductive (emerged from the data) codes and operational definitions. Verbatim transcripts were double-coded and a thematic analysis was conducted based on code frequency, and depth of participant responses for each code. Results Although very few participants were aware of the NC HFSRP legislation, they recognized changes within the store. Customers noted that the provision of healthier foods and beverages in the store had encouraged them to make healthier purchase and consumption choices. When a description of the NC HFSRP was provided to them, all participants were supportive of the state-funded program. Participants discussed program benefits including improving food access in low-income and/or rural areas and making healthy choices easier for youth and for those most at risk of diet-related chronic diseases. Conclusions Findings can inform future healthy corner store initiatives in terms of framing a rationale for funding or policies by focusing on increased food access among vulnerable populations.

scholarly journals The Rotavirus Vaccine Landscape, an Update

Pathogens ◽  
2021 ◽  
Vol 10 (5) ◽  
pp. 520
Author(s):  
Roberto Cárcamo-Calvo ◽  
Carlos Muñoz ◽  
Javier Buesa ◽  
Jesús Rodríguez-Díaz ◽  
Roberto Gozalbo-Rovira
Keyword(s):  
Developing Countries ◽  
Mortality Rate ◽  
Low Income ◽  
State Of The Art ◽  
The State ◽  
Cold Chain ◽  
Low Income Countries ◽  
Rotavirus Vaccine ◽  
Oral Vaccines

Rotavirus is the leading cause of severe acute childhood gastroenteritis, responsible for more than 128,500 deaths per year, mainly in low-income countries. Although the mortality rate has dropped significantly since the introduction of the first vaccines around 2006, an estimated 83,158 deaths are still preventable. The two main vaccines currently deployed, Rotarix and RotaTeq, both live oral vaccines, have been shown to be less effective in developing countries. In addition, they have been associated with a slight risk of intussusception, and the need for cold chain maintenance limits the accessibility of these vaccines to certain areas, leaving 65% of children worldwide unvaccinated and therefore unprotected. Against this backdrop, here we review the main vaccines under development and the state of the art on potential alternatives.

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