Determinants of the Availability of Opportunities for Gifted Children: Evidence from NELS ?88

Baker, Bruce D.; Friedman-Nimz, Reva

doi:10.1076/lpos.1.1.52.5401

Cited by 8 publications

(9 citation statements)

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“…5 Past research suggests that schools serving affluent student populations offer more enriched programs of study such as talented/gifted programs (e.g., Baker and Friedman-Nimz 2002). This finding, however, was not replicated in our sample.…”

Section: School Options: Types Of Schoolscontrasting

confidence: 57%

From Policy to Practice: Implementation of the Legislative Objectives of Charter Schools

Barghaus¹,

Boe²

2011

American Journal of Education

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Section: School Options: Types Of Schoolscontrasting

confidence: 57%

From Policy to Practice: Implementation of the Legislative Objectives of Charter Schools

Barghaus¹,

Boe²

2011

American Journal of Education

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“…Furthermore, in a national study, she found evidence that programs expand in states with mandates and a positive state fiscal context but shrink in nonmandate states or under weaker economic conditions. Baker (2001) noted that even in a mandate state with a good economy, considerable discrepancies exist in the availability of and funding for programs for low-income and minority students (see also Baker & Friedman-Nimz, 2002).…”

Section: Previous Policy Researchmentioning

confidence: 99%

Blazing New Trails: Strengthening Policy Research in Gifted Education

Plucker

Makel

Matthews

et al. 2017

Gifted Child Quarterly

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Policy research in gifted education has occurred at much lower rates than other areas of research within the field, such as identification and talent development. However, without changes and implementation of these policies, systematic change is unlikely to occur. Therefore, the purpose of this article is to argue that policy research should be a top priority. To begin, we define and contrast three terms common in crafting policy—policy, advocacy, and intervention. Next, we provide a context of previous policy research in gifted education. We then detail areas in which policy research is the most critical. Finally, we conclude with action steps to engage more researchers and practitioners in policy development, implementation, and monitoring.

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“…Prior analysis of the distribution of school-level opportunities for gifted and talented students have been performed with data from the National Educational Longitudinal Study of 1988 (NELS '88) (Baker & Friedman-Nimz, 2002). While NELS '88 provides more comprehensive socioeconomic data on students, SASS had several advantages over NELS '88 for the analyses herein.…”

Section: Datamentioning

confidence: 99%

“…Recent research by Baker and Friedman-Nimz (2002) provides insights into important school and district-level covariates of such opportunities that must be considered in the design of the statistical models. Recent research by Baker and Friedman-Nimz (2002) provides insights into important school and district-level covariates of such opportunities that must be considered in the design of the statistical models.…”

Section: Modeling Opportunity Distributionsmentioning

confidence: 99%

State Policies and Equal Opportunity: The Example of Gifted Education

Baker

Friedman-Nimz

2004

Educational Evaluation and Policy Analysis

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This study explores the relationship between state policies, including state mandates and state aid allocations, and the distribution of educational opportunities. Specifically, we analyze the availability of and participation rates in programs for gifted and talented students using data from the Common Core of Data 1993–94 and the Schools and Staffing Survey 1993–94. Analyses herein suggest that program mandates and funding may be effective tools for increasing the distribution of opportunities for gifted children. However, models of both aid distribution and opportunity distribution indicate a tendency of states more significantly involved in gifted education, as indicated by mandates and funding, to promote regressive distributions of opportunities (greater availability in schools with fewer low-income students) through regressive distributions of aid (higher levels of aid to districts with fewer children in poverty). More specific case analyses, however, reveal that some states like Virginia may be taking steps to promote more neutral distributions of opportunities through more progressive allocations of state aid.

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Determinants of the Availability of Opportunities for Gifted Children: Evidence from NELS ?88

Cited by 8 publications

References 0 publications

From Policy to Practice: Implementation of the Legislative Objectives of Charter Schools

From Policy to Practice: Implementation of the Legislative Objectives of Charter Schools

Blazing New Trails: Strengthening Policy Research in Gifted Education

State Policies and Equal Opportunity: The Example of Gifted Education

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