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An Analysis of the Representation of Hispanic Students in Gifted Programs in Florida's K-12 Public Schools

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Date Issued:
2018
Abstract/Description:
This mixed-method study was conducted to investigate characteristics influencing the representation of Hispanic students in gifted programs across Florida K-12 school districts. Characteristics included school district enrollment, school district poverty level, school district percentage of minority students, grade level, and policies and practices relevant to gifted identification. Results showed a statistically significant positive relationship between school district enrollment and the percentage of Hispanic students identified for gifted education in 2016-2017, indicating that Hispanic gifted representation was higher in Grades 6-8 than in Grades K-5 or Grades 9-12. Qualitative methods were utilized to analyze exceptional student education (ESE) policy manuals in two purposively sampled school districts and data from interviews with gifted coordinators in those same districts to determine how policies influenced school-level practices in increasing Hispanic representation in Florida's K-12 gifted programs.
Title: An Analysis of the Representation of Hispanic Students in Gifted Programs in Florida's K-12 Public Schools.
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Name(s): Luis, Dalena, Author
Johnson, Jerry, Committee Chair
Baldwin, Lee, Committee Member
Taylor, Rosemarye, Committee Member
Gill, Michele, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2018
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This mixed-method study was conducted to investigate characteristics influencing the representation of Hispanic students in gifted programs across Florida K-12 school districts. Characteristics included school district enrollment, school district poverty level, school district percentage of minority students, grade level, and policies and practices relevant to gifted identification. Results showed a statistically significant positive relationship between school district enrollment and the percentage of Hispanic students identified for gifted education in 2016-2017, indicating that Hispanic gifted representation was higher in Grades 6-8 than in Grades K-5 or Grades 9-12. Qualitative methods were utilized to analyze exceptional student education (ESE) policy manuals in two purposively sampled school districts and data from interviews with gifted coordinators in those same districts to determine how policies influenced school-level practices in increasing Hispanic representation in Florida's K-12 gifted programs.
Identifier: CFE0007220 (IID), ucf:52231 (fedora)
Note(s): 2018-08-01
Ed.D.
Education and Human Performance, Teaching, Learning and Leadership
Doctoral
This record was generated from author submitted information.
Subject(s): Florida Gifted School Policy -- Gifted representation -- Hispanic Gifted -- Gifted Hispanic Under-representation -- Florida Minority Gifted -- Florida Gifted
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007220
Restrictions on Access: public 2018-08-15
Host Institution: UCF

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