Date of Award
Spring 6-13-2025
Document Type
Dissertation in Practice
Degree Name
Ed.D. in Teaching and Learning Sciences
Organizational Unit
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
First Advisor
N. Eugene Walls
Second Advisor
Norma L. Hafenstein
Third Advisor
Kristina Hesbol
Fourth Advisor
Paul Michalec
Copyright Statement / License for Reuse
All Rights Reserved.
Keywords
Advanced academic access, Educational equity, Excellence gaps, Gifted education, Gifted policy
Abstract
This dissertation investigates how state education policies address excellence gaps among student subgroups in gifted education. Using a multiple case study design, it examines the policy mechanisms, identification practices, and funding models employed across states to promote equity in advanced academic access. Grounded in critical policy analysis, the study highlights systemic disparities perpetuated by inconsistent definitions, underfunding, and limited accountability structures. Findings reveal that while some states adopt promising interventions - such as universal screening and dual enrollment support - many fall short in ensuring sustainable, inclusive practices. This research calls for reform grounded in transparency, comparability, and justice for high-potential, underrepresented students.
Copyright Date
6-2025
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Jonathan M. Jennings
Provenance
Received from ProQuest
File Format
application/pdf
Language
English (eng)
Extent
292 pgs
File Size
2 MB
Recommended Citation
Jennings, Jonathan M., "Excellence Gaps: A State-Based Review of Policies" (2025). Electronic Theses and Dissertations. 2570.
https://digitalcommons.du.edu/etd/2570
Included in
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Education Economics Commons, Education Policy Commons, Gifted Education Commons