The Impacts of Gifted and Talented Education

36 Pages Posted: 27 Oct 2009

See all articles by Rachana R. Bhatt

Rachana R. Bhatt

Georgia State University, Andrew Young School of Policy Studies, Department of Economics

Date Written: October 2009

Abstract

This paper estimates the impact of gifted and talented program participation on academic achievement and peer composition for a sample of 8th grade students. Gifted education provides children that have been identi ed as having high ability in some intellectual respect with a supplemental curriculum to their traditional school course work. Participation in gifted programs is not random, so OLS estimates are biased by the presence of unobserved heterogeneity which is correlated with participation status as well as outcomes. To obtain causal estimates, I use an instrumental variables approach where the instrument is a self-constructed measure of how well each child fulfills the criteria his/her school uses to admit students into the gifted program, relative to the child's peers. The IV estimates indicate that, in the short run, participation is associated with a signifcant increase in math standardized test score performance. In the long run, participation is found to increase the probability a child takes Advanced Placement classes. There is no evidence that participation infuences the composition of a child's peer group.

Keywords: ability grouping, gifted and talented education, program evaluation

JEL Classification: I21

Suggested Citation

Bhatt, Rachana R., The Impacts of Gifted and Talented Education (October 2009). Andrew Young School of Policy Studies Research Paper Series No. 09-11, Available at SSRN: https://ssrn.com/abstract=1494334 or http://dx.doi.org/10.2139/ssrn.1494334

Rachana R. Bhatt (Contact Author)

Georgia State University, Andrew Young School of Policy Studies, Department of Economics ( email )

P.O. Box 3992
Atlanta, GA 30302-3992
United States

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