The following published studies were funded by the Institute of Education Sciences, U.S. Department of Education PR/Award #R305C200012 and #R305C140018
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Card, D.,. Chyn, E., & Giuliano, L. (2026). Can gifted education help higher-ability boys from disadvantaged backgrounds? Journal of Political Economy. Advance online publication. https://doi.org/10.1086/743389
Boys are less likely than girls to enter college, a gap often attributed to differences in non-cognitive skills. We study how being classified as gifted due to having an IQ of ≥116 affects college entry for disadvantaged children. We find increases of around 50 percent for marginally eligible boys, but only small effects for girls. There are also large effects for boys (but not girls) on course-taking and grades in middle and high school with no effects on standardized test scores. These patterns suggest that gifted services raise the non-cognitive skills of underachieving boys, leading to gains in educational attainment.
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Long, D. A., Peters, S. J., McCoach, D. B., Gambino, A., & Siegle, D. (2026). How you identify determines who you identify: The implications of the choice of talent measures, norms, cut-offs, and combination rules on the academic profile and diversity of students identified as gifted. Gifted Child Quarterly. Advance online publication. https://doi.org/10.1177/00169862251407628
This study investigates the impact of variation in gifted student identification systems on the size, equity, and academic profiles of identified students. Utilizing data from 40,834 students across 519 elementary schools in seven districts, we modeled 64 hypothetical systems, focusing on measures (ability test scores, cognitive scores, and teacher ratings), norms (district and building), cut-off levels (5% and 10%), and data point combinations. Findings reveal that OR rules and teacher rating scales significantly increase identification rates among traditionally underrepresented groups. However, these methods lead to a gifted population with more varied abilities and lower average achievement. Also, different rules with similar average characteristics often identify markedly different student groups. No single identification system achieved complete equity in identifying gifted students from underserved racial/ethnic backgrounds or low-income families. This study provides practitioners guidance on the implications of different identification systems and an online tool to examine differences (https://id-app.shinyapps.io/id_shiny_app/).
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Siegle, D., McCoach, D. B., Boldt, G. T., Hamilton, R., Gubbins, E. J., & Callahan, C. M. (2026). What really happens in gifted and talented education?: A portrait of three states. Gifted Child Quarterly, 70(3), 332-350. https://doi.org/10.1177/00169862251370673
In this in-depth, multi-state study, we examined the current state of gifted and talented education identification procedures, service delivery, and curricula in three states. Overall, we found limited alignment between identification and programming. Although districts often identify students as gifted in mathematics and/or language arts, they seldom provide specialized gifted curricula corresponding to these talent areas. This misalignment between identification and services impedes the field’s ability to evaluate program effectiveness, underscoring the need for more cohesive policies and robust program evaluation. Identification of students for gifted services commonly occurs in Grades 2 or 3. Although teacher-rating systems are widely used for universal screening, we raise concerns regarding their comparability across different teachers. Pullout programs remain the dominant service model, followed by cluster grouping and push-in approaches. However, we question the effectiveness of gifted programming that offer only a few hours of services each week. Taken together, these findings underscore the importance of alignment between how students are identified and the scope, rigor, and duration of the services they receive.
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Siegle, D., McCoach, D. B.,. Gubbins, E. J., & Callahan, C. M. (2026). A decade of NCRGE findings on gifted education. Gifted Child Today, 49(1), 9-18. https://doi.org/10.1177/10762175251381366
Over the past decade, the National Center for Research on Gifted Education (NCRGE), funded by the Jacob K. Javits Gifted and Talented Students Education Program, has conducted largescale, multi-method studies to improve equity in the identification of and instructional support for gifted students. NCRGE has identified barriers and promising practices that impact gifted identification and access to gifted services, particularly for historically underserved students. This article presents an overview of several studies conducted over the past 10 years and provides insights for educators, administrators, and policymakers committed to providing meaningful access to advanced learning opportunities.
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Walker, S., Imberman, S., & Strunk, K. (2025). Measuring teacher effectiveness for gifted and talented students. Economics of Education Review, 109(102728). https://doi.org/10.1016/j.econedurev.2025.102728
This paper investigates the differential effectiveness of teachers across student populations, with a focus on gifted and talented (GT) students. Using data from Los Angeles, we estimate teacher effectiveness (proxied by value-added measures (VAMs) of teachers’ contributions to student achievement growth) for GT students and examine how they are matched to teachers. We additionally estimate VAMs for high- and low-testing students to explore whether GT students are assigned to teachers who are relatively more effective for GT students, or to teachers with broad effectiveness across student groups. Many teachers exhibit similar effectiveness across all subgroups, with particularly strong alignment between GT and high-testing VAMs. This suggests a strong overlap in instructional strengths for high-achieving students, regardless of GT classification. At the same time, a substantial share of teachers show meaningful differences in their relative effectiveness with GT students compared to low-testing students. GT students are consistently assigned to teachers with higher VAMs across all subgroups; however, this alignment is strongest with teachers who are most effective for GT and high-testing students. To a modest extent, GT students are also more likely to be matched to teachers with a relative advantage in teaching GT students compared to their effectiveness with low-testing students.
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McCoach, D. B., Peters, S., Gambino, A. J., Long, D. A., & Siegle, D. (2024). Who are we measuring? Teacher effects in gifted and talented teacher rating scales. Exceptional Children, 90(4), 422-441. https://doi.org/10.1177/00144029241247035
Teacher rating scales (TRS) often play a part in service eligibility decisions for gifted services. Although schools regularly use TRS to identify gifted students either as part of an informal nomination process or through behavioral rating scales, there is little research documenting the between-teacher variance in teacher ratings and the consequences of such rater dependence. To evaluate the possible benefits or disadvantages of using TRS as part of a gifted identification process, we examined the student-, teacher-, and school-level variance in TRS, controlling for student ability and achievement to determine the unique information, consistency, and potential bias in TRS. Between 10% and 25% of a students’ TRS score can be attributed to the teacher doing the rating, and between-teacher standard deviations represent an effect size of one-third to one-half standard deviation. Our results suggest that TRS are not easily comparable across teachers, making it impossible to set a cut score for admission into a program (or for further screening) that functions equitably across teachers.
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Hemmler, V. L., Kenney, A. W., Langley, S. D., Gubbins, E. J., Callahan, C. M., & Siegle, D. (2024). Elementary teachers’ perceptions and reported enactment of autonomy from prescribed pacing guides. Journal of Education, 204(3), 562-575. https://doi.org/10.1177/00220574231190935
Pacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and reading/language arts teachers in one large, diverse public school district expressed their autonomy and reported enacting it in their classrooms. Findings indicated teachers’ perceptions of autonomy differed, and their reported pacing guide deviations also differed accordingly. We discuss implications for those in environments where use of pacing guides is mandated.
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Card, D., Chyn, E., & Giuliano, L. (2024 December). Can gifted education help higher-ability boys from disadvantaged backgrounds. NBER Working Paper No. 33282.https://www.nber.org/system/files/working_papers/w33282/w33282.pdf
Boys are less likely than girls to enter college, a gap that is often attributed to a lack of non-cognitive skills such as motivation and self-discipline. We study how being classified as gifted – determined by having an IQ score of 116 or higher – affects college entry rates of disadvantaged children in a large urban school district. For boys with IQ’s around the cutoff, gifted identification raises the college entry rate by 25-30 percentage points – enough to catch up with girls in the same IQ range. In contrast, we find small effects for girls. Looking at course-taking and grade outcomes in middle and high school, we find large effects of gifted status for boys that close most of the gaps with girls, but no detectable effects on standardized tests scores of either gender. Overall, we interpret the evidence as demonstrating that gifted services raise the non-cognitive skills of boys conditional on their cognitive skills, leading to gains in educational attainment.
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Kenney, A. W., Langley, S. D., Hemmler, V., Callahan, C. M., Gubbins, E. J., & Siegle, D. (2024). Different or differentiated? Recoupling policy and practice in an era of accountability. Educational Policy, 38(1), 134-160. https://doi.org/10.1177/08959048231153612
Differentiation is an instructional practice teachers employ to modify their classroom content, process, and products based on student readiness, interest, and learning profile. Many school districts recognize the benefits of differentiated instruction and thus mandate allotted classroom time for its implementation. In this article, we investigate how teachers in one such district resolved differentiation policy to practice in a high-stakes testing environment. We found, during the designated time for differentiation, teachers regularly remediated small groups but did not similarly address the academic needs of advanced students, thus not enacting the disciplinary standard for differentiation. We suggest teachers are recoupling practice and policy but misaligning it to the disciplinary definition of differentiation, which we contend has broader implications for instructional policymaking.
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Long, D. A., McCoach, D. B., Siegle, D., Callahan, C. M., & Gubbins, E. J. (2023). Inequality at the starting line: Underrepresentation in gifted identification and disparities in early achievement. AERA Open, 9(1), 1-25. https://doi.org/10.1177/23328584231171535
Pacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and reading/language arts teachers in one large, diverse public school district expressed their autonomy and reported enacting it in their classrooms. Findings indicated teachers' perceptions of autonomy differed, and their reported pacing guide deviations also differed accordingly. We discuss implications for those in environments where use of pacing guides is mandated.
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Hemmler, V. L., Kenney, A. W., Langley, S. D., Callahan, C. M., Gubbins, E. J., & Holder, S. (2022). Beyond a coefficient: An interactive process for achieving inter-rater consistency in qualitative coding. Qualitative Research, 22(2), 194-219. https://doi.org/10.1177/1468794120976072
Though qualitative research has become more prevalent in practice over the last 30 years, there is still considerable uncertainty among researchers regarding how to ensure inter-rater consistency when teams are tasked with coding qualitative data. In this article, we offer an explanation of a methodology that our qualitative team used to achieve systematic coding of our dataset in a way that preserved the contextual, subjective nature of the data, lent itself to the deductive and inductive creation of a layered codebook, and ensured consistent application of the codebook to varied types of data. This methodology prepared us to draw logical and substantiated conclusions during subsequent analyses; hence, the process serves as a welcome addition to the literature on consistently coding qualitative data in a manner that honors its defining characteristics.
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Gubbins, E. J., Siegle, D., Ottone-Cross, K., McCoach, D. B., Langley, S. D., Callahan, C. M., Brodersen, A. V., & Caughey, M. (2021). Identifying and serving gifted and talented students: Are identification and services connected? Gifted Child Quarterly, 65(2), 115-131. https://doi.org/10.1177/0016986220988308
The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a coding scheme matrix with 133 items for State 1 (n = 115) and State 2 (n = 178). The results of this study indicated that, at least in terms of planning, districts in the two states we examined appeared to be aligning identification and programming practices to meet the needs of gifted students identified in mathematics and/or reading/English language arts. In State 1, at least 60% of the districts reported the following intervention strategies in mathematics and reading/English language arts: faster pace of coverage, regular grade-level standards, in-depth coverage, preassessment, above grade-level standards, and expanded grade-level standards. In contrast, State 2 districts reported faster pace of coverage; however, with less commonly utilized interventions, subject-matter identification significantly influenced their usage. Differentiation was the primary learning environment strategy utilized by districts in both states.
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Mun, R. U., Hemmler, V., Langley, S. D., Ware, S., Gubbins, E. J., Callahan, C. M., McCoach, D. B., & Siegle, D. (2020). Identifying and serving English learners in gifted education: Looking back and moving forward. Journal for the Education of the Gifted, 43(4), 297-335. https://doi.org/10.1177/0162353220955230
Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.
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Hamilton, R., Long, D., McCoach, D. B., Hemmler, V., Siegle, D., Newton, S. D., Gubbins, E. J., & Callahan, C. M. (2020). Proficiency and giftedness: The role of language comprehension in gifted identification and achievement. Journal for the Education of the Gifted, 43(4), 370-404. https://doi.org/10.1177/0162353220955225
English learners (ELs) are the fastest growing population of students in the United States and currently represent nearly 10% of public school enrollment; however, they also constitute less than 3% of gifted program enrollment in these schools. Although an increasing number of studies explore this underrepresentation, research that specifically examines the role of language proficiency in gifted identification is limited. This study explored the role of several factors on ELs’ time to reclassification (the point at which students are considered to have reached language proficiency and are no longer classified as ELs) and, in turn, being identified for gifted services. The findings suggested notable demographic and socioeconomic influences on the time to reclassification of ELs. Students who were reclassified earlier tended to be enrolled in schools with more gifted students and had a greater probability of being identified as gifted.
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Gubbins, E. J., Siegle, D., Peters, P. M., Carpenter, A. Y., Hamilton, R., McCoach, D. B., Puryear, J. S., Langley, S. D., & Long, D. (2020). Promising practices for improving identification of English learners for gifted and talented programs. Journal for the Education of the Gifted, 43(4), 336-369. https://doi.org/10.1177/0162353220955241
The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming mandates, ELs were proportionally represented in gifted and talented programs in the 16 schools we visited. Interview data from 225 participants revealed four themes: adopting universal screening procedures, creating alternative pathways to identification, establishing a web of communication, and using professional learning as a lever for change.
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Siegle, D. (2020). Introduction to English language special issue. Journal for the Education of the Gifted, 43(4), 295-296. https://doi.org/10.1177/0162353220955163
For more than a quarter century, the field of gifted education has wrestled to address its widespread inability to adequately identify and serve students from underrepresented populations. Although English learners (ELs) are one of the most rapidly growing populations in the United States, their participation in gifted programs continues to lag behind non-ELs. Each year thousands of talented students are overlooked for gifted programs because they enter school as ELs. In many cases, their learning is put on hold while they master English. This special issue of the Journal for the Education of the Gifted contributes to our understanding of identification barriers ELs face and provides promising practices for identifying and serving gifted students whose first language is not English.
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Hamilton, R., McCoach, D. B., Tutwiler, M. S., Siegle, D., Gubbins, E. J., Callahan, C., Brodersen, A. V. & Mun, R. U. (2018). Disentangling the roles of institutional and individual poverty in the identification of gifted students. Gifted Child Quarterly, 62(1), 6-24. https://doi.org/10.1177/0016986217738053
Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression models. Students of poverty are generally less likely to be identified for gifted services, even after controlling for prior math and reading achievement. Furthermore, school poverty predicts the percentage of gifted students identified in a school. Within districts, even after controlling for reading and math scores, the poorer schools in a district have lower identification rates. Whereas students of poverty are generally less likely to be identified for gifted services, poor students in poor schools are even less likely to be identified as gifted.
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Gubbins, E. J., Siegle, D., Hamilton, R., Peters, P., Carpenter, A. Y., O'Rourke, P., Puryear, J. McCoach, D. B., Long, D., Bloomfield, E., Cross, K., Mun, R. U., Amspaugh, C., Langley, S. D., Roberts, A., Estepar-Garcia, W. (2018). Exploratory study on the identification of English learners for gifted and talented programs. National Center for Research on Gifted Education. https://ncrge.media.uconn.edu/wp-content/uploads/sites/982/2020/06/NCRGE-EL-Report-1.pdf
English learners (ELs) are often underrepresented in gifted and talented programs. To identify practices that may promote their equitable identification, researchers visited 16 elementary and middle schools across three states that were recognized for exemplary practices in identifying gifted ELs. The research team conducted group and individual interviews with 225 participants, including administrators, district gifted education coordinators, gifted specialists, classroom teachers, parents and caregivers, and school psychologists and counselors. The interviews produced 84 transcripts, which were coded and analyzed to identify common practices across the schools. Findings highlighted four key strategies for improving the identification of gifted ELs: implementing universal screening at one or more grade levels; creating multiple pathways to identification through varied assessment instruments and flexible criteria; establishing a comprehensive communication network that enables all stakeholders to understand and participate in screening, nomination, identification, and placement; and using professional development as a lever for change. Collectively, these practices encourage schools to recognize students’ strengths through multiple measures, reduce barriers within traditional identification systems, and create a schoolwide commitment to identifying and developing talent among ELs.
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Siegle, D., Gubbins, E. J., O'Rourke, P., Langley, S. D., Mun, R. U., Luria, S. R., Little, C. A., McCoach, D. B., Knupp, T., Callahan, C. M., & Plucker, J. A. (2016). Barriers to underserved students’ participation in gifted programs and possible solutions. Journal for the Education of the Gifted, 39(2), 103-131. https://doi.org/10.1177/0162353216640930
Gifted students’ learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in rigorous experiences, including interactions with one another. Talent development is a two-part process. First, educators and parents must provide opportunities for talent to surface, and then they must recognize the talent and provide educational opportunities that engage the emerging talent and move it to exceptional levels. Unfortunately, a variety of barriers exist that limit underserved students’ participation in this process. We discuss these barriers within a proposed model of talent development.
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Mun, R. U., Langley, S. D., Ware, S., Gubbins, E. J., Siegle, D., Callahan, C. M., McCoach, D. B., & Hamilton, R. (2016). Effective practices for identifying and serving English learners in gifted education: A systematic review of the literature. National Center for Research on Gifted Education. http://ncrge.media.uconn.edu/wp-content/uploads/sites/982/2016/01/NCRGE_EL_Lit-Review.pdf
While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not found in gifted and talented education programs across the nation. The underrepresentation of ELs in gifted programs is both a societal and a research problem. This report presents the results of a systematic review of the literature related to the most effective practices used to identify and serve ELs for gifted education services. We examined and categorized a final selection of 45 theoretical and empirical articles under four major themes: nomination, screening/assessment, services, and identification models. Implications and areas of future research are discussed.