![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
High-potential students from low-income families are at an academic disadvantage compared with their more affluent peers. To address this issue, researchers have suggested novel approaches to mitigate gaps in student performance, including out-of-school enrichment programs. Longitudinal mixed effects modeling was used to analyze the growth of elementary students from low-income families on a Midwestern state achievement test in mathematics and English/language arts performance after attendance at an enrichment camp in the Midwest (n = 137). The results of the analysis showed that camp attendance had a positive effect on the state standardized scores in both math (β = 11.370, SE = 3.846) and English/language arts (β = 8.294, SE = 3.874) of these students.
References
Section:
|
Allington, R. L., McGill-Franzen, A., Camilli, G., Williams, L., Graff, J., Zeig, J., . . . Nowak, R. (2010). Addressing summer reading setback among economically disadvantaged elementary students. Reading Psychology, 31, 411-427. Google Scholar | Crossref | |
|
Bamnett, V., Lewis, T. (1994). Outliers in statistical data. New York, NY: John Wiley & Sons. Google Scholar | |
|
Bennett, P., Lutz, A., Jayaram, L. (2012). Beyond the schoolyard: The role of parenting logics, financial resources, and social institutions in the social class gap in structured activity participation. Sociology of Education, 85, 131-157. Google Scholar | SAGE Journals | |
|
Briggs, C. J., Reis, S. M., Sullivan, E. E. (2008). A national view of promising practices and programs for culturally, linguistically, and ethnically diverse gifted and talented students. Gifted Child Quarterly, 52, 131-145. Google Scholar | SAGE Journals | |
|
Burnham, K. P., Anderson, D. R. (2004). Multimodel inference understanding AIC and BIC in model selection. Sociological Methods & Research, 33, 261-304. Google Scholar | SAGE Journals | ISI | |
|
Campbell, D. T., Stanley, J. C., Gage, N. L. (1963). Experimental and quasi-experimental designs for research (No. 04; Q175, C3). Boston, MA: Houghton Mifflin. Google Scholar | |
|
Carpenter, D. M., Ramirez, A. (2007). More than one gap: Dropout rate gaps between and among Black, Hispanic, and White students. Journal of Advanced Academics, 19, 32-64. Google Scholar | SAGE Journals | |
|
Carpenter, D. M., Ramirez, A., Severn, L. (2006). Gap or gaps: Challenging the singular definition of the achievement gap. Education and Urban Society, 39, 133-154. Google Scholar | SAGE Journals | ISI | |
|
Cunningham, L., Rinn, A. (2007). The role of gender and previous participation in a summer program on gifted adolescents’ self-concepts over time. Journal for the Education of the Gifted, 30, 326-352. Google Scholar | SAGE Journals | |
|
Dabney, K., Tai, R., Almarode, J., Miller-Friedman, J., Sonnert, G., Sadler, P., Hazari, Z. (2012). Out-of-school time science activities and their associations with career interests in STEM. International Journal of Science Education, Part B: Communication and Public Engagement, 2, 63-79. Google Scholar | Crossref | |
|
Durlak, J., Weissberg, R. (2007). The impact of after-school programs that promote personal and social skills. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning. Google Scholar | |
|
Erwin, J. O., Worrel, F. C. (2012). Assessment practices and the underrepresentation of minority students in gifted and talented education. Journal of Psychoeducational Assessment, 30(1), 74-87. Google Scholar | SAGE Journals | ISI | |
|
Fisher, E. J. (2005). Black student achievement and the oppositional culture model. The Journal of Negro Education, 74, 201-209. Google Scholar | |
|
Ford, D. Y., Grantham, T., Whiting, G. (2008). Culturally and linguistically diverse students in gifted education: Recruitment and retention issues. Exceptional Children, 74, 289-308. Google Scholar | SAGE Journals | ISI | |
|
Gentry, M., Peters, S., Pereira, N., McIntosh, J., Fugate, C. (2015). HOPE Teacher Rating Scale: Administration manual. Waco, TX: Prufrock Press. Google Scholar | |
|
Greene, K., Lee, B., Constance, N., Hynes, K. (2013). Examining youth and program predictors of engagement in out-of-school time programs. Journal of Youth and Adolescence, 42, 1557-1572. Google Scholar | Crossref | Medline | |
|
Hynes, K., Miller, A., Cohen, B. (2010). The Pennsylvania older youth out-of-school time study: A practitioner’s guide to promising practices for recruiting and retaining older youth. Retrieved from http://www.psaydn.org/Documents/2010PractitionerGuideforOlderYouthRetention.pdf Google Scholar | |
|
Indiana Department of Education . (2015). ISTEP resources. Retrieved from The Indiana Department of Education website: http://www.doe.in.gov/assessment/istep-grades-3-8 Google Scholar | |
|
Kerry, T., Davies, B. (1998). Summer learning loss: The evidence and a possible solution. Support for Learning, 13, 118-122. Google Scholar | Crossref | |
|
Kuperminc, G., Smith, E., Henrich, C. (2013). Introduction to the special issue on “social and motivational processes in after-school settings: Bridging gaps between theory, research, and practice.” The Journal of Early Adolescence, 33, 5-16. Google Scholar | SAGE Journals | |
|
Lakin, J. M. (2012). Assessing the cognitive abilities of culturally and linguistically diverse students: Predictive validity of verbal, quantitative, and nonverbal tests. Psychology in the Schools, 49, 756-768. Google Scholar | Crossref | |
|
Lohman, D. F. (2005). The role of non-verbal ability tests in identifying academically gifted students: An aptitude perspective. Gifted Child Quarterly, 49, 111-139. Google Scholar | SAGE Journals | ISI | |
|
Lohman, D. F., Korb, K. A., Lakin, J. M. (2008). Identifying academically gifted English-language learners using nonverbal tests: A comparison of the Raven, NNAT, and CogAT. Gifted Child Quarterly, 52, 275-296. Google Scholar | SAGE Journals | ISI | |
|
Makel, M., Seon-Young, L., Olszewki-Kubilius, P., Putallaz, M. (2012). Changing the pond, not the fish: Following high-ability students across different educational environments. Journal of Educational Psychology, 104, 778-792. Google Scholar | Crossref | |
|
Milgram, R., Hong, E. (1999). Creative out-of-school activities in intellectually gifted adolescents as predictors of their life accomplishments as young adults: A longitudinal study. Creative Research Journal, 12, 77-87. Google Scholar | Crossref | |
|
Miller, R., Gentry, M. (2010). Developing talents among high-potential students from low-income families in an out-of-school enrichment program. Journal of Advanced Academics, 21, 594-627. Google Scholar | SAGE Journals | |
|
Naglieri, J. A. (2011). Naglieri Nonverbal Ability Test (2nd ed.). Upper Saddle River, NJ: Pearson Education. Google Scholar | |
|
Naglieri, J. A., Ford, D. Y. (2003). Addressing underrepresentation of gifted minority children using the Naglieri Nonverbal Ability Test (NNAT). Gifted Child Quarterly, 47, 155-160. Google Scholar | SAGE Journals | ISI | |
|
National Association for Gifted Children (NAGC) . (2010a). Redefining giftedness for a new century: Shifting the paradigm. Retrieved from The National Association for Gifted Children website:http://www.nagc.org/sites/default/files/Position%20Statement/Redefining%20Giftedness%20for%20a%20New%20Century.pdf Google Scholar | |
|
National Association for Gifted Children (NAGC) . (2010b). 2010 Pre-K-grade 12 gifted programming standards. Retrieved from The National Association for Gifted Children website: http://www.nagc.org/sites/default/files/standards/K-12%20programming%20standards.pdf Google Scholar | |
|
Oliver, M., Venville, G. (2011). An exploratory case study of Olympiad students’ attitudes towards and passion for science. International Journal of Science Education, 33, 2295-2322. Google Scholar | Crossref | |
|
Omdal, S., Rude, H., Betts, G., Toy, R. (2011). American Indian students: Balancing Western and Native giftedness. In Castellano, J. A., Frazier, A. D. (Eds.), Special populations in gifted education: Understanding our most able students from diverse backgrounds (pp. 73-97). Waco, TX: Prufrock Press. Google Scholar | |
|
Pereira, N., Peters, S., Gentry, M. (2010). The My Class Activities Instrument as used in Saturday enrichment program evaluation. Journal of Advanced Academics, 21, 568-593. Google Scholar | SAGE Journals | |
|
Peters, S. J., Engerrand, K. G. (2016). Equity and excellence: Proactive efforts in the identification of underrepresented students for gifted and talented services. Gifted Child Quarterly, 60, 159-171. Google Scholar | SAGE Journals | ISI | |
|
Peters, S. J., Gentry, M. (2010). Multigroup construct validity evidence of the HOPE Scale: Instrumentation to identify low-income elementary students for gifted programs. Gifted Child Quarterly, 54, 298-313. Google Scholar | SAGE Journals | ISI | |
|
Peters, S. J., Gentry, M. (2012). Group-specific norms and teacher-rating scales: Implications for underrepresentation. Journal of Advanced Academics, 23, 568-593. Google Scholar | SAGE Journals | |
|
Peters, S. J., Gentry, M. (2013). Additional validity evidence and across-group equivalency of the HOPE Teacher Rating Scale. Gifted Child Quarterly, 57, 85-100. Google Scholar | SAGE Journals | |
|
Pinheiro, J. C., Bates, D. M. (2000). Mixed-effect models in S and S-Plus. New York, NY: Springer-New York. Google Scholar | Crossref | |
|
Plucker, J. A., Burroughs, N., Song, R. (2010). Mind the (other) gap! The growing excellence gap in K-12 education. Bloomington: Center for Evaluation and Education Policy, School of Education, Indiana University. Google Scholar | |
|
Plucker, J. A., Stocking, V. B. (2001). Looking outside and inside: Self-concept development of gifted adolescents. Exceptional Children, 67, 535-548. Google Scholar | SAGE Journals | ISI | |
|
Quinn, G. P., Keough, M. J. (2002). Experimental design and data analysis for biologists. Cambridge, UK: Cambridge University Press. Google Scholar | Crossref | |
|
R Core Team . (2013). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing. Available from http://www.R-project.org/ Google Scholar | |
|
Renzulli, J. S. (2011). Theories, action, and change: An academic journey in search of finding and developing high potentials in young people. Gifted Child Quarterly, 55, 305-308. Google Scholar | SAGE Journals | |
|
Renzulli, J. S., Smith, L. (2010). The scales for rating the behavioral characteristics of superior students. Waco, TX: Prufrock Press. Google Scholar | |
|
Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51, 382-396. Google Scholar | SAGE Journals | ISI | |
|
Satterthwaite, F. E. (1946). An approximate distribution of estimates of variance components. Biometrics Bulletin, 2(6), 110-114. Google Scholar | Crossref | |
|
Seon-Young, L., Olszewski-Kubilius, P., Peternel, G. (2010). Achievement after participation in a preparatory program for verbally talented students. Roeper Review, 32, 150-163. Google Scholar | Crossref | |
|
Singer, J. D., Willett, J. B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. New York, NY: Oxford University Press. Google Scholar | Crossref | |
|
Sternberg, R. J. (2010). Assessment of gifted students for identification purposes: New techniques for a new millennium. Learning and Individual Differences, 20, 327-336. Google Scholar | Crossref | ISI | |
|
Subotnik, R. F., Edmiston, A. M., Cook, L., Ross, M. D. (2010). Mentoring for talent development, creativity, social skills, and insider knowledge: The APA Catalyst Program. Journal of Advanced Academics, 21, 714-739. Google Scholar | SAGE Journals | |
|
Subotnik, R. F., Olszewski-Kubilius, P., Worrell, F. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 3-54. Google Scholar | SAGE Journals | ISI | |
|
Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77, 317-334. Google Scholar | SAGE Journals | ISI | |
|
VanTassel-Baska, J., Feng, A., Brown, E. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 342-358. Google Scholar | SAGE Journals | ISI | |
|
VanTassel-Baska, J., Feng, A., Quek, C., Struck, J. (2004). A study of educators’ and students’ perceptions of academic success for underrepresented populations identified for gifted programs. Psychological Science, 46, 110-123. Google Scholar | |
|
Verbeke, G., Molenberghs, G. (2009). Linear mixed models for longitudinal data. New York, NY: Springer. Google Scholar | |
|
Vialle, W. (1999). Identification of giftedness in culturally diverse groups. Gifted Education International, 13, 250-257. Google Scholar | SAGE Journals | |
|
Winsler, A., Karkhanis, D. G., Kim, Y. K., Levitt, J. (2013). Being Black, male, and gifted in Miami: Prevalence and predictors of placement in elementary school gifted education programs. Urban Review, 45, 416-447. Google Scholar | Crossref | |
|
Woodland, M. (2008). Whatcha doin’ after school? A review of the literature on the influence of after-school programs on young black males. Urban Education, 43, 537-560. Google Scholar | SAGE Journals | ISI | |
|
Wyner, J. S., Bridgeland, J. M., Dilulio, J. J. (2009). Achievement trap: How America is failing millions of high-achieving students from low-income families (Rev. ed.). Lansdowne, VA: Jack Kent Cooke Foundation Civic Enterprises. Google Scholar | |
|
Xu, R. (2003). Measuring explained variation in linear mixed effects models. Statistics in Medicine, 22, 3527-3541. Google Scholar | Crossref | Medline | ISI | |
|
Yoon, S. Y., Gentry, M. (2009). Racial and ethnic representation in gifted programs: Current status of and implications for gifted Asian American students. Gifted Child Quarterly, 53, 121-136. Google Scholar | SAGE Journals | ISI |
About the Authors
Jaret Hodges is a graduate student in Educational Studies at Purdue University. His research interests include identification of underrepresented populations in gifted education and the use of public data in gifted education research.
Jason McIntosh earned his PhD in Gifted, Talented, and Creative Studies at Purdue University in 2015. He is currently the gifted coordinator for the Washington Elementary School District in Phoenix, AZ and serves on the executive committee for the Arizona Association for Gifted and Talented. His research interests include program evaluation and curriculum development for gifted learners.
Marcia Gentry, PhD, professor of Educational Studies, directs the Gifted Education Resource Institute at Purdue University. She has received multiple grants worth several million dollars in support of her work with programming practices and underrepresented populations in gifted education. Dr. Gentry’s research interests include student attitudes toward school and the connection of these attitudes toward learning and motivation; the use of cluster-grouping and differentiation to meet the needs of students with gifts and talents while helping all students achieve at high levels; the use of non-traditional settings for talent development; the development and recognition of talent among underserved populations including students with diverse cultural backgrounds including Native American youth, and children who live in poverty.
