States with formal policies around gifted and talented programs tend to identify more English learners and students with disabilities for those programs, according to a new study from NWEA, a not-for-profit research and educational services organization serving K-12 students.
The study uses data from the 2017-2018 Civil Rights Data Collection, the Stanford Education Data Archive, and the researchers’ own coding of individual states’ policies toward gifted and talented education.
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