Journal
HARVARD EDUCATIONAL REVIEW
Volume 89, Issue 3, Pages 337-369Publisher
HARVARD GRADUATE SCHOOL EDUCATION
DOI: 10.17763/1943-5045-89.3.337
Keywords
gifted; socioeconomic status; elementary schools; poverty; disproportionality
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In this essay, Jason A. Grissom, Christopher Redding, and Joshua F. Bleiberg investigate the receipt of gifted services based on the socioeconomic status (SES) of elementary school students and their families. 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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