Journal article
Closing the Excellence Gap: Investigation of an Expanded Talent Search Model for Student Selection Into an Extracurricular STEM Program in Rural Middle Schools
The Gifted child quarterly, Vol.61(3), pp.250-261
07/01/2017
DOI: 10.1177/0016986217701833
Abstract
High-potential students from underresourced rural schools face barriers that reduce options for academic advancement, which widens the excellence gap between them and their more affluent, but similar ability peers. The goal of this study was to investigate the effectiveness of an expanded above-level testing model to identify high-potential rural students for an extracurricular math and science enrichment program. Results from our analyses indicated that a more inclusive talent pool differentiated among high achievers to find greater percentages (13%) of talented students compared with most gifted programs (3% to 5%) or Talent Search programs (5%). Overall, students' math and science scores were related to a 75% and 50%, respectively, greater odds in being identified for the extracurricular program. Regardless of program participation, all talent pool students increased their math and science achievement; however, there were some significant gender differences.
Details
- Title: Subtitle
- Closing the Excellence Gap: Investigation of an Expanded Talent Search Model for Student Selection Into an Extracurricular STEM Program in Rural Middle Schools
- Creators
- Susan G. Assouline - University of IowaLori M. Ihrig - University of IowaDuhita Mahatmya - University of Iowa
- Resource Type
- Journal article
- Publication Details
- The Gifted child quarterly, Vol.61(3), pp.250-261
- DOI
- 10.1177/0016986217701833
- ISSN
- 0016-9862
- eISSN
- 1934-9041
- Publisher
- Sage
- Number of pages
- 12
- Grant note
- Jack Kent Cooke Foundation (JKCF), a large scholarship-granting organization
- Language
- English
- Date published
- 07/01/2017
- Academic Unit
- Iowa Neuroscience Institute; Center for Social Science Innovation; Education Administration; Psychological and Quantitative Foundations
- Record Identifier
- 9984371073602771
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