Current Grant Project:
Are Gifted Programs Beneficial to Underserved Students?
The Institute for Education Sciences (IES) recently awarded Duke University a research grant to examine the extent to which gifted education policies and programs in North Carolina contribute to beneficial academic and social-emotional outcomes for students. Through an in-depth examination of malleable factors that may moderate student success, researchers hope to discover what types of gifted education policies work, for whom, and under what conditions by asking the following research questions:
- Is gifted program participation associated with beneficial academic and social-emotional student outcomes (what works)?;
- Which students benefit most from participation in gifted programs (for whom)?; and
- Which malleable factors mediate and/or moderate the effects of gifted education participation (and nonparticipation) on student outcomes (under what conditions)?
The research will focus especially on the experiences of underserved (black, Hispanic/Latino, and economically disadvantaged) gifted students.
Award Number: R305A190484
Award Amount: $1,399,452
Award Period: 4 years (07/01/2019 – 06/30/2023)
Investigators: William Darity, Jr., Kristen R. Stephens, and Malik Henfield (Loyola University Chicago)
North Carolina Public School Districts interested in serving as a study site should contact Kristen Stephens, Ph.D. at email@example.com or 919-660-3083.
Duke Graduate and Undergraduate Students interested in helping to support this research should contact the Cook Center.