A Single Case Study of the Impact of Policy Changes on Identification for Gifted Programs

The annals of gifted education research contain few educational policy studies and even fewer studies on the impacts of changes in policy. To partially fill this gap, the authors performed an ABA study investigating the impact of accountability legislation on the number of students reported gifted i...

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Bibliographic Details
Published in:Journal for the education of the gifted 2016-03, Vol.39 (1), p.49-61
Main Authors: Warne, Russell T., Price, Chris J.
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Excellence Indicator System
Academically Gifted
Accountability
Data Analysis
Education policy
Educational Change
Educational Legislation
Educational Policy
Effect Size
Enrollment
Equal Education
Gifted
Gifted children
Gifted education
Public Schools
State Legislation
Statistical Analysis
Students
Studies
Talent Identification
Texas
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Summary:The annals of gifted education research contain few educational policy studies and even fewer studies on the impacts of changes in policy. To partially fill this gap, the authors performed an ABA study investigating the impact of accountability legislation on the number of students reported gifted in Texas public schools. Data were collected from the 1999–2000 school year to 2012–2013 school year from a public educational database. Data analysis showed that when accountability legislation was in effect, more students were identified as gifted in Texas public schools. In addition, the percentage of campuses with few or no gifted students was lower when accountability systems were in place. Therefore, it seems likely that accountability legislation is an important component for gifted programs in public schools. The article concludes with a discussion of the limitations of this single case study.
ISSN:0162-3532
2162-9501
DOI:10.1177/0162353215624159