Abstract
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.
Notes
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Graduation Date
2018
Semester
Summer
Advisor
Johnson, Jerry
Degree
Doctor of Education (Ed.D.)
College
College of Education and Human Performance
Department
Teaching, Learning, and Leadership
Degree Program
Educational Leadership; Executive
Format
application/pdf
Identifier
CFE0007148
URL
http://purl.fcla.edu/fcla/etd/CFE0007220
Language
English
Release Date
August 2018
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Luis, Dalena, "An Analysis of the Representation of Hispanic Students in Gifted Programs in Florida's K-12 Public Schools" (2018). Electronic Theses and Dissertations. 5987.
https://stars.library.ucf.edu/etd/5987