Degree Date

8-2025

Document Type

Dissertation - NLU Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Dr. James Lawson

Abstract

In this study, I aimed to examine the gifted program in one school district in comparison to nationwide gifted programs to identify best practices. The review of literature consists of three primary foci, which question whether (a) there is a threat of underrepresented students in the gifted program, (b) there are social justice issues related to the instruction in gifted programs, and (c) the school under study has the right components for a successful gifted program. Using a mixed-methods approach, I gathered data through surveys, interviews, and extant data. The participants included chool administrators, teachers, parents, and one district gifted coordinator. Findings indicate that minority students were underrepresented in the gifted program, and some members of the school districts were not tracking the performance of students of color in the program. Additionally, the findings also indicate that district personnel provided inadequate resources to support the district's gifted programs. To address these issues, I proposed a policy centered on professional learning and the allocation of funding. As a solution, I suggested a policy alteration that would mandate a certain number of professional learning hours focused on equity and culturally responsive teaching.

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