000			02008nas a2200229Ia 4500
008			240802c99999999xx |||||||||||| ||und||
022			_a0034-6543
100			_aMeyer, Melanie S. _9119529
245		0	_aReducing Excellence Gaps: A Systematic Review of Research on Equity in Advanced Education
260			_bReview of Educational Research
260			_c2024
300			_a33-72
520			_aUnequal access to advanced learning opportunities is among the most complex and controversial issues in American K12 schools. Interventions that address policy, programming, and instruction can provide opportunities for students with advanced learning needs in school systems that prioritize minimum grade-level standards. Excellence gaps are differences in advanced performance among student subgroups that result from inequities in education and society. In this systematic review of the literature, the authors identified 80 empirical research studies on strategies for reducing excellence gaps published between 2010 and 2021 and identified themes related to the seven facets of the Excellence Gap Intervention Model (K12 school accountability support, teacher professional learning, expanded advanced learning opportunities, universal screening with local norms, frontloading, flexible ability grouping, psychosocial interventions). This analysis revealed substantial evidence of intervention development over the past decade and suggests a revised approach to equitable, advanced education that begins with preparation (e.g., teacher professional learning, student frontloading) and is followed by placement, evaluation, and adjustment as students' learning needs change.
650			_a Equity _939251
650			_a Gifted Education _953978
650			_a SystematicRreview _9119530
650			_a Thematic Analysis _9119531
650			_aExcellence Gaps _9119532
700			_a Plucker, Jonathan A. _9119533
700			_a Shen, Yuyang _9119534
856			_uhttps://doi.org/10.3102/00346543221148461
999			_c133498 _d133498