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The National Center for Research on Gifted Education is seeking elementary schools (at least grades 2-5) interested in expanding their use of subject-specific and whole-grade acceleration as a way to meet the needs of advanced learners. We are seeking participants for research that can begin in academic year 2022-23 or academic year 2023-24.  Academic acceleration is the intervention for advanced learners that has shown the greatest effect on learning and achievement. As part of this research project, your school will receive a) professional learning around what acceleration actually is and how it can be used, b) a universal screening process to determine which students should be considered for acceleration, and c) resources and professional learning to help you implement subject-specific and whole-grade acceleration decisions for qualifying students. For more information click here.

2020-2025 NCRGE

Policymakers, educators, and parents want assurance that all of the nation’s gifted and talented students receive instruction that is sufficiently challenging and that will allow these students to reach their full potential.

Unfortunately, two crucial issues continue to plague gifted education: (1) Underrepresented populations continue to be under identified as gifted and underserved by programs for the gifted. (2) Research on best-practice interventions for gifted students and outcomes of gifted programs and services is sparse. Center researchers will complete three secondary studies and one randomized control trial (RCT) to provide stakeholders with tools to better recognize and harness untapped talent and increase our understanding of the outcomes of gifted services. These four studies are addressing the following questions:

  • What are the academic outcomes of gifted education? Do they extend beyond academic achievement?
  • What impact do teachers have on gifted students' success?
  • Can universal screening for acceleration be effectively implemented? Will universal screening, in combination with teacher training, increase the use of subject and grade acceleration?
  • Can identification systems be simplified while expanding participation opportunities for underserved populations? What role does teacher nomination play in identification?

The Center consists of a collaborative team of research methodologists, economists, and gifted education specialists from University of California (UC) Berkeley, UC Santa Cruz, University of Connecticut, University of Iowa, Michigan State, and University of Wisconsin–Whitewater.