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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Local Norms And Gifted And Talented Identification In Arkansas: Can It Help Improve Student Diversity?, Bich Tran, Sarah C. Mckenzie, Jon Wai
Local Norms And Gifted And Talented Identification In Arkansas: Can It Help Improve Student Diversity?, Bich Tran, Sarah C. Mckenzie, Jon Wai
Arkansas Education Reports
In the past decades, the gifted and talented (G/T) community has wrestled with an important question about improving equity: How can we best use research to increase student diversity in G/T education? There are many suggestions for answering this question but using local norms, where students are selected based on comparisons with others from a similar school context using traditional measures, has attracted much attention. In some districts, using local norms and universal screening has greatly improved student diversity, whereas, in other districts, the findings have been unclear. Thus it seems useful to study local contexts. In this study, we …
Academic Outcomes For English Language Learners In Arkansas Better Chance Public Pre-K, Emily M. Jordan, Sarah C. Mckenzie
Academic Outcomes For English Language Learners In Arkansas Better Chance Public Pre-K, Emily M. Jordan, Sarah C. Mckenzie
Arkansas Education Reports
Analyses of large-scale public pre-Kindergarten programs in several U.S. states suggest that students with limited English proficiency differentially benefit from such pre-K programs, compared to their English-proficient peers. This analysis describes long-term outcomes of Arkansas public school students who participate in the Arkansas Better Chance (ABC) pre-K program. Specifically, we are interested in subgroup outcomes for students with limited English proficiency. We analyze three cohorts of students, those enrolling in Kindergarten in Arkansas public schools in the fall of 2011, 2012, and 2013. We identify whether students in each Kindergarten class attended ABC or not, and we follow their academic …