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Direct linkHamilton, Rashea; Long, Daniel; McCoach, D. Betsy; Hemmler, Vonna; Siegle, Del; Newton, Sarah D.; Gubbins, E. Jean; Callahan, Carolyn M. – Journal for the Education of the Gifted, 2020
English learners (ELs) are the fastest growing population of students in the United States and currently represent nearly 10% of public school enrollment; however, they also constitute less than 3% of gifted program enrollment in these schools. Although an increasing number of studies explore this underrepresentation, research that specifically…
Descriptors: English Language Learners, Language Proficiency, Academically Gifted, Talent Identification
Hamilton, Rashea; Long, Daniel; McCoach, D. Betsy; Hemmler, Vonna; Siegle, Del; Newton, Sarah D.; Gubbins, E. Jean; Callahan, Carolyn – Grantee Submission, 2020
English learners (ELs) are the fastest-growing population of students in the United States and currently represent nearly 10% of public school enrollment; however, they also constitute less than 3% of gifted program enrollment in these schools. Although an increasing number of studies explore this underrepresentation, research that specifically…
Descriptors: English Language Learners, Language Proficiency, Academically Gifted, Talent Identification
Gubbins, E. Jean; Siegle, Del; Peters, Pamela M.; Carpenter, Ashley Y.; Hamilton, Rashea; McCoach, D. Betsy; Puryear, Jeb S.; Langley, Susan Dulong; Long, Daniel – Journal for the Education of the Gifted, 2020
The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming…
Descriptors: Academically Gifted, Talent Identification, English Language Learners, Disproportionate Representation
Gubbins, E. Jean; Siegle, Del; Peters, Pamela M.; Carpenter, Ashley Y.; Hamilton, Rashea; McCoach, D. Betsy; Puryear, Jeb; Langley, S. D.; Long, D. – Grantee Submission, 2020
The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming…
Descriptors: Academically Gifted, Talent Identification, English Language Learners, Disproportionate Representation
Tutwiler, Michael Shane; McCoach, D. Betsy; Hamilton, Rashea; Siegle, Del – AERA Online Paper Repository, 2017
In this study, we use large-scale, longitudinal data to model the growth in student reading across 3rd, 4th, and 5th grade in three states using multi-level models for change (Singer & Willett, 2003) to fit individual growth models for students nested in schools and districts. Students who were identified as gifted had 3rd grade reading scores…
Descriptors: Reading Achievement, Academically Gifted, Grade 3, Grade 4
Hamilton, Rashea; McCoach, D. Betsy; Tutwiler, M. Shane; Siegle, Del; Gubbins, E. Jean; Callahan, Carolyn M.; Brodersen, Annalissa V.; Mun, Rachel U. – Gifted Child Quarterly, 2018
Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression…
Descriptors: Academically Gifted, Poverty, Talent Identification, Low Income Students
Hamilton, Rashea; McCoach, D. Betsy; Tutwiler, M. Shane; Siegle, Del; Gubbins, E. Jean; Callahan, Carolyn M.; Brodersen, Annalissa V.; Mun, Rachel U. – Grantee Submission, 2018
Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression…
Descriptors: Academically Gifted, Disadvantaged Schools, Elementary School Students, Elementary Schools
Gubbins, E. Jean; Siegle, Del; Hamilton, Rashea; Peters, Pamela; Carpenter, Ashley Y.; O'Rourke, Patricia; Puryear, Jeb; McCoach, D. Betsy; Long, Daniel; Bloomfield, Emma; Cross, Karen; Mun, Rachel U.; Amspaugh, Christina; Langley, Susan Dulong; Roberts, Anne; Estepar-Garcia, William – Grantee Submission, 2018
English learners (ELs) are the fastest growing population of learners in the United States; however, despite the growing numbers of ELs, their representation in gifted identification and programming continues to lag behind not only traditional populations of learners from advantaged communities, but also other underserved populations of learners.…
Descriptors: English Language Learners, Academically Gifted, Talent Identification, Elementary Schools
Mun, Rachel U.; Langley, Susan Dulong; Ware, Sharon; Gubbins, E. Jean; Siegle, Del; Callahan, Carolyn M.; McCoach, D. Betsy; Hamilton, Rashea – Grantee Submission, 2016
While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not found in gifted and talented education programs across the nation. The underrepresentation of ELs in gifted programs is both a societal and a research problem. This report presents the results of a systematic review…
Descriptors: English Language Learners, Academically Gifted, Disproportionate Representation, Talent Identification
