Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 74-79).

Thesis (Ph. D.)--University of Chicago, 2003. / Includes bibliographical references (leaves 254-273). Also available on the Internet.

Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains xvi, 155 p. Includes bibliographical references.

Thesis (M.S.) -- Central Connecticut State University, 1998. / Thesis advisor: Dr. Patti Lynn O'Brien. "...in partial fulfillment of the requirements for the degree of Master of Science in Reading/Math." Includes bibliographical references (leaves [26-27]).

Thesis (Ph. D.)--University of Chicago, Department of Education, June 2003. / Includes bibliographical references. Also available on the Internet.

Specialist degree in education, Eastern Illinois University, 1994. / Includes bibliographical references (33-34).

Thesis (Ph. D.)--University of Michigan, 1986. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 238-254).

Thesis (Ph. D.)--University of Michigan, 1986. / Includes bibliographical references (leaves 238-254).

Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. Elizabeth Jakubowski, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page viewed Sept. 24, 2004. Includes bibliographical references.

The central research question is the extent to which gifted programming effects student academic outcomes of gifted as compared to not-gifted students and how this differs by race/ethnicity and/or poverty status. Since the identification of elementary school students as gifted is not random, propensity score matching is used to remove this bias in the estimates of the effects. A matched sample of North Carolina middle school students based on individual level data of both gifted and not-gifted students of varied racial/ethnic groups and income levels is used for this analysis. This enables a comparison of sixth, seventh, and eighth grade student achievement to determine the extent to which participating in gifted programming differentiates effects by race/ethnicity and poverty status. I show the additional test score gain, if any, from being in gifted programming compared to students not participating in gifted programs. Variations in gifted program effects across race/ethnicity and income are assessed. This research adds empirical evidence to the more qualitatively focused gifted debate by analyzing differences in student outcomes between gifted and not-gifted students in North Carolina. Since black and lower income students are less likely to participate in gifted programs, they disproportionately encounter less experienced teachers, lower expectations, and fewer resources. The extent to which these additional learning supports translate to differences in student outcomes are analyzed.