A Comparison of Perceptions of Barriers to Academic Success Among High-Ability Students From High- and Low-Income Groups: Exposing Poverty of a Different Kind

Cross, Jennifer Riedl; Frazier, Andrea Dawn; Kim, Mihyeon; Cross, Tracy L.

doi:10.1177/0016986217738050

Cited by 25 publications

(19 citation statements)

References 59 publications

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“…Elementary and middle school students held different perspectives regarding their gifted program, so it was important to target each student focus group separately and then compare themes across them. Student “voice” was an important data source because these are the very stakeholders who matter most in judging the efficacy of their learning (Cross et al., 2018). Listening to student voice also can encourage school and district leaders to make important decisions and effectively prioritize decisions in schools (Kanevsky, 2011; Mitra, 2003).…”

Section: Resultsmentioning

confidence: 99%

An Analysis of Stakeholder Perceptions of Gifted Programs: A Report Card on Gifted Program Performance

VanTassel‐Baska

Brown

2022

Gifted Child Today

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This study assessed stakeholder perceptions across 12 gifted programs in respect to the extent to which the programs were perceived to be effective in carrying out the formal operations required of the program in the areas of identification, curriculum, instruction, and assessment. These areas were aligned to the National Association for Gifted Children’s standards. Specific questions addressed included: To what extent was the program perceived to be effective by stakeholders affected by it? To what extent did the program align with best practice standards in the field? While stakeholders were positive about the overall program, they reported that the programs needed to be improved in the following areas: identifying underrepresented populations, improving differentiated curriculum and accelerative options, providing professional learning for teachers, and using assessments appropriate for gifted learners to show growth.

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Section: Resultsmentioning

confidence: 99%

An Analysis of Stakeholder Perceptions of Gifted Programs: A Report Card on Gifted Program Performance

VanTassel‐Baska

Brown

2022

Gifted Child Today

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“…That is, economic advantage is generally associated with higher levels of academic achievement and lower levels of hopelessness. Giftedness, coupled with gifted education, increases the potential for academic achievement (Reis & Renzulli, 2010; although see J. R. Cross, Frazier, Kim, & Cross, 2018, for a discussion).…”

Section: Discussionmentioning

confidence: 99%

The Effects of Academic Giftedness and Gender on Developmental Trajectories of Hopelessness Among Students Living in Economically Disadvantaged Neighborhoods

Bolland

Besnoy

Tomek

et al. 2019

Gifted Child Quarterly

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Although there is much research on adolescent poverty, research related to youth living in communities characterized by extreme poverty who are also identified as academically gifted is lacking. This study explores the development of hopelessness in these youths, compared with peers not identified as gifted, using data from the Mobile Youth and Poverty Study. Specifically, trajectories of hopelessness as a function of gifted status and gender are explored. Results indicate that boys experience greater feelings of hopelessness than girls, regardless of their gifted status, and students identified as gifted have lower levels of hopelessness than their peers not identified as gifted. These latter differences are particularly pronounced during early adolescence (age 10 years) but decline over time and largely disappear by later adolescence (age 18 years). Results suggest that boys may be particularly vulnerable to declining effects of gifted classification as a protector against hopelessness across age and that disadvantaged students who are identified as gifted may benefit from gifted programs that continue at an intense level through their high school years.

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“…Chinese current compulsory education fi nancial transfer payment system includes general transfer payments and special transfer payments. General transfer payments include tax return and transitional transfer payment (Cross et al, 2018). After the "Compulsory Education Law" has promulgated in 1986, the central government began to implement special transfer payments for compulsory education in economically diffi cult areas and areas inhabited by ethnic minorities.…”

Section: Literature Reviewmentioning

confidence: 99%

Education Equity in Special Education Transfer Payments to Low-income Groups

Shao¹,

Liu²,

Ji³

2019

RCIS

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Under the "Chinese-style" decentralization system, transfer payments have not only become the major source of funding for most local governments to provide public services, but also become important policy tools for higher levels of government. Education transfer payment is an important institutional arrangement to narrow the educational investment gap and promote education equity. Therefore, the establishment of a standardized special transfer payment system for compulsory education is the guarantee for promoting education fairness for low-income groups. The Gini coeffi cient of education not only refl ects the role of education in promoting economic growth and social development, but also an important indicator of the fairness of education. The Gini coeffi cient of education in various provinces in China shows that there is a clear gap between our country and the developed countries in education. There is also a serious gap between high-income and low-income groups. This paper uses the non-recursive structural equation method as the background to reform the rural compulsory education funding guarantee mechanism. It combines the Gini coeffi cient of education and the data of 423 counties in fi ve provinces in central China in 2017. The results show that the embedding of "prize excellence" mechanism in the system of compulsory education transfer payment can inspire the government to shift resources toward basic education. In this way, a fair and effi cient special transfer payment system can be established to ensure the fairness of education for low-income groups.

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A Comparison of Perceptions of Barriers to Academic Success Among High-Ability Students From High- and Low-Income Groups: Exposing Poverty of a Different Kind

Cited by 25 publications

References 59 publications

An Analysis of Stakeholder Perceptions of Gifted Programs: A Report Card on Gifted Program Performance

An Analysis of Stakeholder Perceptions of Gifted Programs: A Report Card on Gifted Program Performance

The Effects of Academic Giftedness and Gender on Developmental Trajectories of Hopelessness Among Students Living in Economically Disadvantaged Neighborhoods

Education Equity in Special Education Transfer Payments to Low-income Groups

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