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Whole-Grade Acceleration: From Student to Policy
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Lupkowski-Shoplik, Ann; Assouline, Susan G.; Lange, Randolph – Gifted Child Today, 2022
Whole-grade acceleration moves a student up one or more grades in response to that student's academic needs. Although grade-skipping is supported by decades of research, this type of acceleration is not often used. Acceleration policies make whole-grade acceleration available to more students who would benefit, encourage more educators to use the…
Descriptors: Acceleration (Education), Student Placement, Academically Gifted, Educational Policy
Differentiating among High-Achieving Learners: A Comparison of Classical Test Theory and Item Response Theory on Above-Level Testing
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LeBeau, Brandon; Assouline, Susan G.; Mahatmya, Duhita; Lupkowski-Shoplik, Ann – Gifted Child Quarterly, 2020
This study investigated the application of item response theory (IRT) to expand the range of ability estimates for gifted (hereinafter referred to as high-achieving) students' performance on an above-level test. Using a sample of fourth- to sixth-grade high-achieving students (N = 1,893), we conducted a study to compare estimates from two…
Descriptors: Item Response Theory, Test Theory, Academically Gifted, High Achievement
High Ability Students with Coexisting Disabilities: Implications for School Psychological Practice
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Foley-Nicpon, Megan; Assouline, Susan G. – Psychology in the Schools, 2020
School psychologists are well-positioned to change the educational landscape for twice-exceptional students, or those who possess high ability in one or more talent domains along with one or more disabilities. Better understanding of the nuanced cognitive and psychosocial assessment patterns within this population may increase well-needed…
Descriptors: Academically Gifted, Students with Disabilities, Gifted Education, Academic Accommodations (Disabilities)
STEM Excellence and Leadership Program: Increasing the Level of STEM Challenge and Engagement for High-Achieving Students in Economically Disadvantaged Rural Communities
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Ihrig, Lori M.; Lane, Erin; Mahatmya, Duhita; Assouline, Susan G. – Journal for the Education of the Gifted, 2018
High-achieving students in economically disadvantaged, rural schools lack access to advanced coursework necessary to pursue science, technology, engineering, and mathematics (STEM) educational and employment goals at the highest levels, contributing to the excellence gap. Out-of-school STEM programming offers one pathway to students' talent…
Descriptors: STEM Education, High Achievement, Economically Disadvantaged, Rural Areas
Closing the Excellence Gap: Investigation of an Expanded Talent Search Model for Student Selection into an Extracurricular STEM Program in Rural Middle Schools
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Assouline, Susan G.; Ihrig, Lori M.; Mahatmya, Duhita – Gifted Child Quarterly, 2017
High-potential students from underresourced rural schools face barriers that reduce options for academic advancement, which widens the excellence gap between them and their more affluent, but similar ability peers. The goal of this study was to investigate the effectiveness of an expanded above-level testing model to identify high-potential rural…
Descriptors: Achievement Gap, Talent Identification, Models, Admission Criteria
The Effects of a Social and Talent Development Intervention for High Ability Youth with Social Skill Difficulties
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Foley-Nicpon, Megan; Assouline, Susan G.; Kivlighan, D. Martin; Fosenburg, Staci; Cederberg, Charles; Nanji, Michelle – High Ability Studies, 2017
Contemporary models highlight the need to cultivate cognitive and psychosocial factors in developing domain-specific talent. This model was the basis for the current study where high ability youth with self-reported social difficulties (n = 28, 12 with a coexisting disability) participated in a social skills and talent development intervention…
Descriptors: Social Development, Talent Development, Intervention, Interpersonal Competence