Search and Filter
Scott J. Peters
The (Conference) Room Where it Happens: Explaining Disproportional Representation in Gifted and Talented Education
The current study leveraged comprehensive data from a large school district to better understand the degree to which disproportional representation in gifted education can be explained by mean assessment score differences across racial and socioeconomic groups.
How Much Teacher Is in Teacher Rating Scales?
Tags: Gifted education, AssessmentTeacher rating scales (TRS) are often used to make service eligibility decisions for exceptional learners. Although TRS are regularly used to identify student exceptionalism either as part of an informal nomination process or through behavioral rating scales, there is little research documenting… more →
Unequal Learning Loss: How the COVID-19 Pandemic Influenced the Academic Growth of Learners at the Tails of the Achievement Distribution
Topics: Student LearningTags: Equity, Covid-19 recoveryThe COVID-19 pandemic resulted in substantial unfinished learning for U.S. students, but to differing degrees for various subgroups. For example, students of color, from low-income families, or who attended high-poverty schools experienced greater unfinished learning. In this study we examined… more →
Where are the Gifted English Learners and Students with Disabilities?
Prior research has documented substantial inequity across, racial, ethnic, and socioeconomic lines within the population of students identified as gifted. Less attention has paid to the equity of gifted identification for student learning English or those with disabilities and what effect state… more →
Predictors of Access to Advanced Learning: What Makes for a Successful School?
Tags: Gifted education, Ability groupingA 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… more →