This program evaluation examines the initial identification processes for inclusion in the formalized gifted reading and language arts program offered in an elementary school district located just outside of a major city. Student performance in the school district is near the top in the nation. Both qualitative and quantitative research was conducted including interviews with teachers to understand their perceptions regarding the identification process and data collected through standardized assessments used within the school district. An analysis between the top performing 20% of students over four years was made in comparison to the children that met criteria for inclusion in the gifted program. As a result of the evaluation, it was determined that the school system has a research-based identification process in place. There are a few areas where refinement would benefit the identification process.
","abstract_html":"<p>This program evaluation examines the initial identification processes for inclusion in the formalized gifted reading and language arts program offered in an elementary school district located just outside of a major city. Student performance in the school district is near the top in the nation. Both qualitative and quantitative research was conducted including interviews with teachers to understand their perceptions regarding the identification process and data collected through standardized assessments used within the school district. An analysis between the top performing 20% of students over four years was made in comparison to the children that met criteria for inclusion in the gifted program. As a result of the evaluation, it was determined that the school system has a research-based identification process in place. There are a few areas where refinement would benefit the identification process.</p>","abstract_has_math":false,"creators":["Panozzo, John"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Jason Stegemoller"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-07-01T07:00:00Z","date_published":"2019-07-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["Gifted Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/404","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jason Stegemoller"]},{"key":"dc:creator","label":"Author","values":["Panozzo, John"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-08-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Gifted Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/404"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This program evaluation examines the initial identification processes for inclusion in the formalized gifted reading and language arts program offered in an elementary school district located just outside of a major city. Student performance in the school district is near the top in the nation. Both qualitative and quantitative research was conducted including interviews with teachers to understand their perceptions regarding the identification process and data collected through standardized assessments used within the school district. An analysis between the top performing 20% of students over four years was made in comparison to the children that met criteria for inclusion in the gifted program. As a result of the evaluation, it was determined that the school system has a research-based identification process in place. There are a few areas where refinement would benefit the identification process.
"]},{"key":"dc:title","label":"Title","values":["An Analysis of Gifted Identification for Elementary-Aged Students in A High Performing School District: A Program Evaluation"]}]}],"canonical_facts":{"dc:contributor":["Jason Stegemoller"],"dc:creator":["Panozzo, John"],"dc:date.available":["2019-08-13T07:00:00Z"],"dc:description.abstract":["This program evaluation examines the initial identification processes for inclusion in the formalized gifted reading and language arts program offered in an elementary school district located just outside of a major city. Student performance in the school district is near the top in the nation. Both qualitative and quantitative research was conducted including interviews with teachers to understand their perceptions regarding the identification process and data collected through standardized assessments used within the school district. An analysis between the top performing 20% of students over four years was made in comparison to the children that met criteria for inclusion in the gifted program. As a result of the evaluation, it was determined that the school system has a research-based identification process in place. There are a few areas where refinement would benefit the identification process.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/404"],"dc:subject":["Gifted Education"],"dc:title":["An Analysis of Gifted Identification for Elementary-Aged Students in A High Performing School District: A Program Evaluation"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}