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Acceleration in Students with Gifted...

Post, Katherine Anne.

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Acceleration in Students with Gifted and Talented and Low Socioeconomic Status: Yearly Academic Growth in Grade 5 Math.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Acceleration in Students with Gifted and Talented and Low Socioeconomic Status: Yearly Academic Growth in Grade 5 Math./
Author:	Post, Katherine Anne.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	144 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Gifted education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29213223
ISBN:	9798802717776

Acceleration in Students with Gifted and Talented and Low Socioeconomic Status: Yearly Academic Growth in Grade 5 Math.
Post, Katherine Anne.

Acceleration in Students with Gifted and Talented and Low Socioeconomic Status: Yearly Academic Growth in Grade 5 Math. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 144 p.

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ed.D.)--Dallas Baptist University, 2022.

The current study, a causal comparative quantitative study, examined the relationship between content-based accelerated instruction and the growth of students identified as gifted and talented who enrolled in the participating district's accelerated advanced math class, and how acceleration affected students' growth based on socioeconomic status. The population included students in Grade 5 and Grade 6 who participated in the advanced math course between 2019 and 2021. The researcher ran three independent t-tests. The math Measures of Academic Progress (MAP) Growth assessment was used to calculate annual student growth. The results showed no statistically significant difference between students identified as gifted and talented in Grade 4, who received the standard grade-level curriculum, and Grade 5, when instruction was on the accelerated curriculum. There was no statistically significant difference between ¬mean MAP Growth Conditional Growth Percentiles of Grade 5 students in the advanced course based on identification as gifted and talented. There was no statistically significant difference of mean MAP Growth Conditional Growth Percentiles of Grade 5 students in the advanced course based on socioeconomic status. The intervention of acceleration for students identified as gifted and talented did not increase growth scores in mathematics. Students who participated in the advanced math course performed similarly to their peers in regards to gifted and talented status and socioeconomic status.

ISBN: 9798802717776Subjects--Topical Terms:

3172499
Gifted education.
Subjects--Index Terms:

Acceleration

Acceleration in Students with Gifted and Talented and Low Socioeconomic Status: Yearly Academic Growth in Grade 5 Math.
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245 1 0 $a Acceleration in Students with Gifted and Talented and Low Socioeconomic Status: Yearly Academic Growth in Grade 5 Math.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 144 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
500 $a Advisor: Dugger, Neil.
502 $a Thesis (Ed.D.)--Dallas Baptist University, 2022.
520 $a The current study, a causal comparative quantitative study, examined the relationship between content-based accelerated instruction and the growth of students identified as gifted and talented who enrolled in the participating district's accelerated advanced math class, and how acceleration affected students' growth based on socioeconomic status. The population included students in Grade 5 and Grade 6 who participated in the advanced math course between 2019 and 2021. The researcher ran three independent t-tests. The math Measures of Academic Progress (MAP) Growth assessment was used to calculate annual student growth. The results showed no statistically significant difference between students identified as gifted and talented in Grade 4, who received the standard grade-level curriculum, and Grade 5, when instruction was on the accelerated curriculum. There was no statistically significant difference between ¬mean MAP Growth Conditional Growth Percentiles of Grade 5 students in the advanced course based on identification as gifted and talented. There was no statistically significant difference of mean MAP Growth Conditional Growth Percentiles of Grade 5 students in the advanced course based on socioeconomic status. The intervention of acceleration for students identified as gifted and talented did not increase growth scores in mathematics. Students who participated in the advanced math course performed similarly to their peers in regards to gifted and talented status and socioeconomic status.
590 $a School code: 1539.
650 4 $a Gifted education. $3 3172499
650 4 $a Mathematics education. $3 641129
650 4 $a Elementary education. $3 641385
650 4 $a Demography. $3 614991
653 $a Acceleration
653 $a Achievement gap
653 $a Gifted
653 $a Growth
690 $a 0445
690 $a 0524
690 $a 0280
690 $a 0938
710 2 $a Dallas Baptist University. $b Educational Leadership K-12. $3 3289794
773 0 $t Dissertations Abstracts International $g 83-12A.
790 $a 1539
791 $a Ed.D.
792 $a 2022
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29213223