Research Summaries

Current Research Projects 

Who's on the Committee Matters: Teachers' Beliefs about the Inclusiveness of Gifted Education

Teachers' beliefs play an important role in gifted identification decisions, especially when educators are asked to evaluate which students should be recommended for services. In this study, we examine how teachers' beliefs about inclusiveness in gifted education relate to their judgments about student eligibility. Using survey data and student profiles, we explore whether teachers who hold more inclusive beliefs are more likely to recommend a wider range of students for gifted services. This project contributes to ongoing conversations about equity, representation, and decision-making in gifted education.

Peer Belonging as a Primary Outcome of Gifted Enrichment Programs

Gifted enrichment programs are often valued for their academic benefits, but students may also experience important social and emotional outcomes. This study examines whether peer belonging is one of the most meaningful outcomes of participation in gifted summer programs. Using student ratings of program impact, we compare the relative importance of belonging alongside other domains such as thinking skills, self-knowledge, and content knowledge. This work helps clarify how gifted programs support students not only academically, but also through connection, affirmation, and a sense of community.

Measurement Invariance of the Academic Self-Concept Scale

Academic self-concept influences how students view their abilities, approach learning, and respond to challenge. A key question is whether academic self-concept can be measured in the same way across different groups of gifted students. This project examines whether an academic self-concept scale functions consistently across sex and grade level, making meaningful group comparisons possible. The work supports the development of stronger and more defensible assessment tools for research on gifted students.

Sex and Grade Differences in Gifted Students' Subject Preferences

Why do some school subjects remain more appealing to some students than others? This project examines patterns in subject preferences among gifted students, with attention to differences across sex and grade level. Even as social expectations continue to shift, traditional patterns in academic interests may still shape how students see different subject areas. The findings offer insight into how these patterns continue to influence the educational interests of gifted learners.

Variation in AP Scores by Locale

Geographic location can impact the opportunities that students have access to, including AP courses and corresponding resources. This project examines high ability students' AP scores and their correlation with geographic locales, including urban, suburban, and rural areas. Current findings demonstrate that despite having fewer opportunities to participate in AP courses, rural students perform as well as or better than their urban and suburban counterparts.