- April 25, 2014 @ 3:00 pm – 5:00 pm
College of Education, room 409
30 Pryor Street Southwest
Georgia State University, Atlanta, GA 30303
The Impact of the Talented and Gifted Instructional Model on Mathematics and Reading
by Jodye R. Callaway
According to the United States Department of Education, America’s schools serve nearly 56 million students in both public and private school settings. Approximately 3 million of these students are classified as gifted, yet little is known about the effectiveness of gifted programs through which they are served (Bui et al., 2012). Although federal monetary provisions are provided for schools and districts that implement gifted services, there are no mandates on the implementation of the programs other than the requirement to have a program in most states. What is the relationship between the construct of the gifted child and the efficacy of gifted programs? The purpose of this study is to examine the impact of the Talented and Gifted (TAG) model of instruction on 3rd grade student achievement in reading and mathematics, compared to the traditional pull out model.
Quantitative methods, descriptive and inferential statistics, will be used to explore the impact of the TAG gifted instructional model used with 3rd grade students. A multivariate analysis of variance (MANOVA) will be used. Models will be generated using the district’s data management system, which houses the student information for the assessments. The ethnicity, gender and socio-economic status of the students will also be included. The participants of the study are students who were enrolled in 3rd grade during the 2013-2014 school year, in one of 29 schools within a public school district in Georgia.