Using nationally representative longitudinal data, they show that gaps in the receipt of gifted services between the highest and lowest SES students are profound, and these gaps remain substantial even after taking into account students’ achievement levels and other background factors and using school fixed effects to explain school sorting. The authors discuss several potential approaches schools and districts can use to ameliorate the apparent disadvantages students from low-SES families experience in processes surrounding receipt of gifted services.
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Jason A. Grissom is an associate professor of public policy and education and (by courtesy) political science at Vanderbilt University’s Peabody College. He also serves as faculty director of the Tennessee Education Research Alliance, a research-policy-practice partnership that produces research to inform Tennessee’s school improvement efforts. His scholarly interests span school leadership, educator labor markets, educational equity, and education politics and governance. His work has been published in a variety of outlets, including the American Educational Research Journal, Educational Evaluation and Policy Analysis, Educational Researcher, Journal of Policy Analysis and Management, and Journal of Politics, and he is the winner of best paper awards from the Journal of Public Administration Research and Theory and the Journal of Educational Administration. Grissom coedited (with Peter Youngs) Improving Teacher Evaluation Systems: Making the Most of Multiple Measures (Teachers College Press, 2016).
Christopher Redding is an assistant professor in the School of Human Development and Organizational Studies in Education at the University of Florida’s College of Education. His research focuses on teacher labor markets, teacher education and development, and school improvement. His work has recently been published in Educational Researcher, American Educational Research Journal, and AERA Open.
Joshua F. Bleiberg is a PhD student in the Department of Leadership, Policy, and Organization at Vanderbilt University’s Peabody College. His research deals with the politics and governance of education, and his dissertation focuses on estimating the causal effects of national standards–based reforms on at-risk students using the National Assessment of Education Progress. Before beginning his doctoral work at Peabody, Bleiberg worked as a research analyst in governance studies at the Brookings Institution in Washington, DC. He has a master’s degree in education policy and management from Harvard University and a bachelor of arts in political science from Vassar College. He also holds a childhood education teacher certification in New York State.