Literature also reveals that gifted and talented students are underachieving at school. It is believed that this group of students, from a range of backgrounds, socio-economic statuses and abilities, may experience a range of social-emotional difficulties, including peer exclusion, isolation, stress, anxiety, depression and destructive perfectionism. Journal of Psychologists and Counsellors in Schools, 24(2), 243-255.įrom the abstract: “Gifted students are a diverse minority group with high intelligence and talent whose needs are often unrecognised and unmet. The relationship between social-emotional difficulties and underachievement of gifted students. There is no evidence that participation influences the composition of a child's peer group.” In the long run, participation is found to increase the probability a child takes Advanced Placement classes. The IV estimates indicate that, in the short run, participation is associated with a significant increase in math standardized test score performance. To obtain causal estimates, I use an instrumental variables approach where the instrument is a self-constructed measure of how well each child fulfills the criteria his/her school uses to admit students into the gifted program, relative to the child's peers. Participation in gifted programs is not random, so OLS estimates are biased by the presence of unobserved heterogeneity which is correlated with participation status as well as outcomes. Gifted education provides children that have been identified as having high ability in some intellectual respect with a supplemental curriculum to their traditional school course work. Andrew Young School of Policy Studies Research Paper Series, (09-11).įrom the abstract: “This paper estimates the impact of gifted and talented program participation on academic achievement and peer composition for a sample of 8th grade students. The impacts of gifted and talented education. Also, we searched the references in the response from the most commonly used resources of research, but they are not comprehensive and other relevant references and resources may exist. We have not evaluated the quality of references and the resources provided in this response and we offer them only for your reference. The sources searched included ERIC and other federally funded databases and organizations, academic research databases, and general Internet search engines (For details, please see the methods section at the end of this memo.) We focused on identifying resources that specifically addressed research on the impact of gifted and talented programs on students’ academic and social development, along with how best to meet the needs of these students. ![]() Following an established REL Northeast & Islands research protocol, we conducted a search for recent research on gifted and talented programs.
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