On this week’s Education Gadfly Show podcast, we present the sixth edition of our Research Deep Dive series. Jonathan Plucker, professor at Johns Hopkins University and past president of the National Association for Gifted Children, joins Mike Petrilli to discuss how gifted education has become a hot political topic, how to identify students who need gifted services, what those services should look like, the debate over tracking versus ability grouping, and exam schools. Also check out our other deep dives on teacher effectiveness, school discipline, school closures, urban charters, and school voucher programs.
Recommended studies referred to in this episode:
- David Card and Lauren Giuliano, "Can Tracking Raise the Test Scores of High-Ability Minority Students?" NBER Working paper #22104 (March 2016).
- Saiying Steenbergen-Hu, Matthew C. Makel, and Paula Olszewski-Kubilius, "What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K-12 Students’ Academic Achievement: Findings of Two Second-Order Meta-Analyses," Review of Educational Research (December 2016).
- Paula Olszewski-Kubilius et al., "Minority Achievement Gaps in STEM: Findings of Longitudinal Study of Project Excite," Gifted Child Quarterly (October 2016).
- Scott J. Peters et al.,“Effect of Local Norms on Racial and Ethnic Representation in Gifted Education," AERA Open (May 2019).
- Jonathan Plucker and Carolyn M. Callahan, “The evidence base for advanced learning programs,” Phi Delta Kappan, 102(4), 14-21 (November 2020).
- Jonathan Plucker and Carolyn M. Callahan, “Research on Giftedness and Gifted Education: Status of the Field and Considerations for the Future,” Exceptional Children (June 2014).
- Jonathan Plucker and Carolyn M. Callahan (eds.), Critical issues and practices in gifted education: What the research says, Prufrock Press Inc. (2008).
- Jonathan Plucker and Carolyn M. Callahan, “The evidence base for advanced learning programs,” Sage Journals (November 2020).
- Jonathan Plucker and Sasha A. Barab, “The Importance of Context in Theories of Giftedness: Learning to Embrace the Messy Joys of Subjectivity,” Conceptions of Giftedness, Second Edition (2005).
- Del Siegle, et al., “Barriers to Underserved Students’ Participation in Gifted Programs and Possible Solutions,” Journal for the Education of the Gifted (Apr. 2016).