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Journal of Advanced Academics

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Bringing a Perspective From Outside the Field

Jill L. Adelson and Benjamin Kelcey

Journal of Advanced Academics 2016 27:2, 109-116

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Bringing a Perspective From Outside the Field

Jill L. Adelson and Benjamin Kelcey

Journal of Advanced Academics 2016 27:2, 109-116

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Bringing a Perspective From Outside the Field: A Commentary on Davis et al.’s (2010) Use of a Modified Regression Discontinuity Design to Evaluate a Gifted Program

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Jill L. Adelson¹

1University of Louisville, KY, USA
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, Benjamin Kelcey²

2University of Cincinnati, OH, USA
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First Published February 27, 2016 Research Article

https://doi.org/10.1177/1932202X16634142

Article Information

Volume: 27 issue: 2, page(s): 109-116

Article first published online: February 27, 2016; Issue published: May 1, 2016

Jill L. Adelson¹, Benjamin Kelcey²

¹University of Louisville, KY, USA

²University of Cincinnati, OH, USA

Corresponding Author: Jill L. Adelson, Department of Counseling and Human Development, University of Louisville, Louisville, KY 40292, USA. Email: jill.adelson@louisville.edu

Abstract

In this commentary of “Evaluating the Gifted Program of an Urban School District Using a Modified Regression Discontinuity Design” by Davis, Engberg, Epple, Sieg, and Zimmer, we examine the background of the study, critique the methods used, and discuss the results and implications. The study used a fuzzy regression discontinuity design based on an IQ score predicted by the processing speed index and working memory index sub-scores of the Wechsler Intelligence Scale for Children–Fourth Edition (WISC-4) with the outcome of 1- and 2-year retention in the urban district. Results indicate a statistically significant positive relationship between gifted identification and retention, particularly for students not receiving a meal subsidy. Although this study has novelty, particularly in the outcome and in the use of this design in gifted education research, the focus on IQ scores is a methodological and practical limitation, as is the focus on results for higher income families.

Keywords

regression discontinuity design, gifted, identification, IQ, quasi-experimental

References

Section:

	Adams, C. M. (2003). An evolving field: Twenty-five years later—Spinning our wheels or moving forward? Roeper Review, 25, 116-117. doi:10.1080/02783190309554212 Google Scholar \| Crossref
	Adelson, J. L., McCoach, D. B., Gavin, M. K. (2012). Examining the effects of gifted programming in mathematics and reading using the ECLS-K. Gifted Child Quarterly, 56, 25-39. doi:10.1177/0016986211431487 Google Scholar \| SAGE Journals \| ISI
	Chalak, K., White, H. (2011). An extended class of instrumental variables for the estimation of causal effects. Canadian Journal of Economics, 44, 1-51. doi:10.1111/j.1540-5982.2010.01622.x Google Scholar \| Crossref
	Dai, D. Y., Chen, F. (2013). Three paradigms of gifted education: In search of conceptual clarity in research and practice. Gifted Child Quarterly, 57, 151-168. doi:10.1177/0016986213490020 Google Scholar \| SAGE Journals \| ISI
	Davis, B., Engberg, J., Epple, D. N., Sieg, H., Zimmer, R. (2010, September). Evaluating the gifted program of an urban school district using a modified regression discontinuity design (Working Paper No. 16414). Cambridge, MA: National Bureau of Economic Research. Google Scholar \| Crossref
	Delcourt, M. A. B., Cornell, D. G., Goldberg, M. D. (2007). Cognitive and affective learning outcomes of gifted elementary school students. Gifted Child Quarterly, 51, 359-381. doi:10.1177/0016986207306320 Google Scholar \| SAGE Journals \| ISI
	Ford, D. Y. (1998). The underrepresentation of minority students in gifted education: Problems and promises in recruitment and retention. Journal of Special Education, 32, 4-14. doi:10.1177/002246699803200102 Google Scholar \| SAGE Journals \| ISI
	Matthews, M. S., Peters, S. J., Housand, A. M. (2012). Regression discontinuity design in gifted and talented education research. Gifted Child Quarterly, 56, 105-112. doi:10.1177/0016986212444845 Google Scholar \| SAGE Journals
	McClain, M. C., Pfeiffer, S. (2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28, 59-88. doi:10.1080/15377903.2012.643757 Google Scholar \| Crossref
	Mulhern, J. D. (1978). The gifted child in the regular classroom. Roeper Review, 1, 3-6. doi:10.1080/02783197809552340 Google Scholar \| Crossref
	National Association for Gifted Children & The Council of State Directors of Programs for the Gifted . (2015). 2014-2015: State of the states in gifted education: Policy and practice data. Washington, DC: Author. Retrieved from http://www.nagc.org/sites/default/files/key%20reports/2014-2015%20State%20of%20the%20States%20%28final%29.pdf Google Scholar
	Plucker, J. A., Burroughs, N., Song, R. (2010, February). Mind the (other) gap! The growing excellence gap in K-12 education. Bloomington, IN: Indiana University, Center for Evaluation and Education Policy. Retrieved from http://www.jkcf.org/assets/1/7/ExcellenceGapBrief_-_Plucker.pdf Google Scholar
	Purcell, J. H. (1995). Gifted education at a crossroads: The program status study. Gifted Child Quarterly, 39, 57-65. doi:10.1177/001698629503900202 Google Scholar \| SAGE Journals \| ISI
	Sinharay, S. (2010). How often do subscores have added value? Results from operational simulated data. Journal of Educational Measurement, 47, 150-174. doi:10.1111/j.1745-3984.2010.00106.x Google Scholar \| Crossref

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	Adams, C. M. (2003). An evolving field: Twenty-five years later—Spinning our wheels or moving forward? Roeper Review, 25, 116-117. doi:10.1080/02783190309554212 Google Scholar \| Crossref
	Adelson, J. L., McCoach, D. B., Gavin, M. K. (2012). Examining the effects of gifted programming in mathematics and reading using the ECLS-K. Gifted Child Quarterly, 56, 25-39. doi:10.1177/0016986211431487 Google Scholar \| SAGE Journals \| ISI
	Chalak, K., White, H. (2011). An extended class of instrumental variables for the estimation of causal effects. Canadian Journal of Economics, 44, 1-51. doi:10.1111/j.1540-5982.2010.01622.x Google Scholar \| Crossref
	Dai, D. Y., Chen, F. (2013). Three paradigms of gifted education: In search of conceptual clarity in research and practice. Gifted Child Quarterly, 57, 151-168. doi:10.1177/0016986213490020 Google Scholar \| SAGE Journals \| ISI
	Davis, B., Engberg, J., Epple, D. N., Sieg, H., Zimmer, R. (2010, September). Evaluating the gifted program of an urban school district using a modified regression discontinuity design (Working Paper No. 16414). Cambridge, MA: National Bureau of Economic Research. Google Scholar \| Crossref
	Delcourt, M. A. B., Cornell, D. G., Goldberg, M. D. (2007). Cognitive and affective learning outcomes of gifted elementary school students. Gifted Child Quarterly, 51, 359-381. doi:10.1177/0016986207306320 Google Scholar \| SAGE Journals \| ISI
	Ford, D. Y. (1998). The underrepresentation of minority students in gifted education: Problems and promises in recruitment and retention. Journal of Special Education, 32, 4-14. doi:10.1177/002246699803200102 Google Scholar \| SAGE Journals \| ISI
	Matthews, M. S., Peters, S. J., Housand, A. M. (2012). Regression discontinuity design in gifted and talented education research. Gifted Child Quarterly, 56, 105-112. doi:10.1177/0016986212444845 Google Scholar \| SAGE Journals
	McClain, M. C., Pfeiffer, S. (2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28, 59-88. doi:10.1080/15377903.2012.643757 Google Scholar \| Crossref
	Mulhern, J. D. (1978). The gifted child in the regular classroom. Roeper Review, 1, 3-6. doi:10.1080/02783197809552340 Google Scholar \| Crossref
	National Association for Gifted Children & The Council of State Directors of Programs for the Gifted . (2015). 2014-2015: State of the states in gifted education: Policy and practice data. Washington, DC: Author. Retrieved from http://www.nagc.org/sites/default/files/key%20reports/2014-2015%20State%20of%20the%20States%20%28final%29.pdf Google Scholar
	Plucker, J. A., Burroughs, N., Song, R. (2010, February). Mind the (other) gap! The growing excellence gap in K-12 education. Bloomington, IN: Indiana University, Center for Evaluation and Education Policy. Retrieved from http://www.jkcf.org/assets/1/7/ExcellenceGapBrief_-_Plucker.pdf Google Scholar
	Purcell, J. H. (1995). Gifted education at a crossroads: The program status study. Gifted Child Quarterly, 39, 57-65. doi:10.1177/001698629503900202 Google Scholar \| SAGE Journals \| ISI
	Sinharay, S. (2010). How often do subscores have added value? Results from operational simulated data. Journal of Educational Measurement, 47, 150-174. doi:10.1111/j.1745-3984.2010.00106.x Google Scholar \| Crossref

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