Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?

E. Jean Gubbins ^[1] ; Del Siegle ^[1] ; Karen Ottone-Cross ^[2] ; D. Betsy McCoach ^[1] ; Susan Dulong Langley ^[1] ; Carolyn M. Callahan ^[3] ; Annalissa V. Brodersen ; Melanie Caughey ^[4]
1. [1] University of Connecticut
  
  University of Connecticut
  
  Town of Mansfield, Estados Unidos
2. [2] California Baptist University
  
  California Baptist University
  
  Estados Unidos
3. [3] University of Virginia
  
  University of Virginia
  
  Estados Unidos
4. [4] Cleveland State University
  
  Cleveland State University
  
  City of Cleveland, Estados Unidos
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Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 65, Nº 2, 2021, págs. 115-131
Idioma: inglés
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Resumen
- The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a coding scheme matrix with 133 items for State 1 (n = 115) and State 2 (n = 178). The results of this study indicated that, at least in terms of planning, districts in the two states we examined appeared to be aligning identification and programming practices to meet the needs of gifted students identified in mathematics and/or reading/English language arts. In State 1, at least 60% of the districts reported the following intervention strategies in mathematics and reading/English language arts: faster pace of coverage, regular grade-level standards, in-depth coverage, preassessment, above grade-level standards, and expanded grade-level standards. In contrast, State 2 districts reported faster pace of coverage; however, with less commonly utilized interventions, subject-matter identification significantly influenced their usage. Differentiation was the primary learning environment strategy utilized by districts in both states.