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Predictors of Access to Advanced Learning: What Makes for a Successful School?

A wide research base has documented the unequal access to and enrollment in K-12 gifted and talented services and other forms of advanced learning opportunities. This study extends that knowledge base by integrating multiple population-level datasets to better understand correlates of access to and enrollment in gifted and talented services, seventh-grade Algebra 1, and eighth-grade Geometry. Results show that states vary widely with some serving 20% of their students as gifted while others serve 0%. Similarly, within-district income segregation, income-related achievement gaps, and the percent of parents with a college degree are the dominant predictors of a school offering these opportunities and the size of the school population served.

Keywords
Gifted, talented, equity, algebra, geometry
Education level
Document Object Identifier (DOI)
10.26300/wqsg-cq08

EdWorkingPaper suggested citation:

Peters, Scott J., and James S. Carter III. (). Predictors of Access to Advanced Learning: What Makes for a Successful School?. (EdWorkingPaper: 21-403). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/wqsg-cq08

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