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.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd-6987 |
| Date | 01 January 2018 |
| Creators | Luis, Dalena |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
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