Dissertation/Thesis Abstract

The effects of the achievement gap on students formally identified as gifted. Does giftedness prevail?
by Chism, Dwayne T., Ed.D., University of Nebraska at Omaha, 2012, 106; 3504246
Abstract (Summary)

This study shows that minority students who, based upon a standardized test, have shown a high academic performance capability have a readiness for rigorous courses in high school and can sustain high academic achievement over time when compared to non-minority peers. Therefore, the on-going question for many educators needs to be why doesn't this hold true in many of our public school across this country? Why, in light of the accountability placed upon our nation's schools in 2001, is the prevailing discussion still about minority students being left behind? The purpose of this study was to evaluate the ninth-grade to 12th-grade achievement trajectory of same school district ethnic minority and ethnic majority high school students' formally identified as gifted to determine if there is an achievement gap that ensues over time. This study may lead to future investigation on the "Opportunity Gap", and may have important implications for many urban schools in the Metropolitan School District where students who are culturally, linguistically and ethnically diverse are at risk of underachieving.

Indexing (document details)
Advisor: Smith, Peter J.
Commitee: Hayes, Karen L., Ostler, Elliot C., Surface, Jeanne L.
School: University of Nebraska at Omaha
Department: Educational Administration
School Location: United States -- Nebraska
Source: DAI-A 73/08(E), Dissertation Abstracts International
Subjects: Gifted Education, Education Policy, School administration, Special education
Keywords: Achievement gap, Gifted, Honors classes, Minority achievement
Publication Number: 3504246
ISBN: 9781267282927
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