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A matched comparison design estimates impacts on middle school English language arts and mathematics proficiency after controlling for cohort, ethnicity, and district. Results indicate significant gains overall, with treatment heterogeneity showing the largest increases for Black and Hispanic students. Findings inform education policy discussions, especially selective school admissions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-the-impact-of-new-york-citys-gifted-and-talented-program-a-matched-comparison-study/590230/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-the-impact-of-new-york-citys-gifted-and-talented-program-a-matched-comparison-study/590230.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the study address?","Question",{"text":112,"@type":113},"The study investigates the impact of New York City’s Gifted and Talented program on student test score performance and related academic proficiency outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study estimate the program’s effects?",{"text":117,"@type":113},"It uses a matched comparison study with student-level administrative data across multiple academic years, controlling for cohort, ethnicity, and district.",{"name":119,"@type":110,"acceptedAnswer":120},"What groups show the largest gains after participating in the G&T program?",{"text":121,"@type":113},"The study finds significant treatment heterogeneity, with Black and Hispanic students showing the largest increases in academic proficiency scores after participation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590230,1792231293,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–15 DOI: 10. 1177/23328584241299346  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nExploring the Impact of New York City’s Gifted and Talented Program:  \nA Matched Comparison Study  \nKatherine J. Strickland  \nUniversity of Pennsylvania  \nWendy Chan  \nUniversity of Pennsylvania  \nMichael Gottfried  \nUniversity of Pennsylvania  \nJiexuan Huang  \nUniversity of Pennsylvania  \nDaniel Hildreth  \nNew York City Department of Education  \nThe Gifted and Talented program in New York City is one of the largest and longest running programs for gifted students in the nation. Yet little is known about its effects on student outcomes. Using student-level administrative data of New York City public school students between the 2010–2011 and 2018–2019 academic years, we studied the effects of the Gifted and Talented program on students’test score performance. Estimates from a matched comparison study show significant gains in middle school English language arts and math proficiency, after controlling for cohort, ethnicity, and district. Our balanced treatment and control groups provided sufficient sample sizes with which to analyze the performance of underrepresented minoritized groups, and we found significant treatment heterogeneity, where Black and Hispanic students showed the largest increase in academic proficiency scores after participating in the Gifted and Talented program. Implications of these findings for education policy—particularly related to new developments in selective school admissions—are discussed.  \nKeywords: gifted education, urban education, policy, observational research, quasi-experimental analysis, research methodology, statistics, propensity scores, gifted education, heterogeneous effects, urban education  \nThe New York City (NYC) Department of Education is home to one of the largest public-school programs for gifted students in the country—the Gifted and Talented (G&T) program. Founded in 2005, the G&T program operates as an admissions-based class option for students in kindergarten through fifth grade. Students who score within the 90th percentile of a standardized test that assesses giftedness are eligible to apply to the program, where they are placed in separate classrooms with other gifted students and a specially trained gifted educator and curriculum. Given that the number of applicants to the G&T program consistently exceeds the number of available spots, qualified applicants are chosen by a combination of random selection and  \ngeographic availability. These details, plus the expansiveness and diversity of NYC public schools, make the G&T program a cardinal case study in gifted education for local and national education policymakers to consider.  \nThe debate around gifted education is multifaceted. Advocates for these programs point out that the nation’s top students—those scoring in the highest 10% on the National Assessment of Educational Progress—have shown inconsistent growth over the past decade (Duffett & Farkas, 2009; Loveless et al., 2008). The insufficient development of high-achieving students could have significant downstream effects on national innovation, creativity, and groundbreaking discoveries (Wai & Lovett, 2021). This so-called excellence gap is particularly  \nCreative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License  \n([https://creativecommons.org/licenses/by/4.0/](https://creativecommons.org/licenses/by/4.0/)) which permits any use, reproduction and distribution of the work without further  \npermission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-s","cbCaia61549VqDmy","https://ap.wps.com/l/cbCaia61549VqDmy","pdf",599205,15,"English","# Exploring the Impact of NYC’s Gifted and Talented Program\n## Program design and eligibility\n## Debate on gifted education and excellence gap\n## Equity concerns and racial disparity","[{\"question\":\"What research question does the study address?\",\"answer\":\"The study investigates the impact of New York City’s Gifted and Talented program on student test score performance and related academic proficiency outcomes.\"},{\"question\":\"How does the study estimate the program’s effects?\",\"answer\":\"It uses a matched comparison study with student-level administrative data across multiple academic years, controlling for cohort, ethnicity, and district.\"},{\"question\":\"What groups show the largest gains after participating in the G\\u0026T program?\",\"answer\":\"The study finds significant treatment heterogeneity, with Black and Hispanic students showing the largest increases in academic proficiency scores after participation.\"}]","Exploring the Impact of New York City’s Gifted and Talented Program - A Matched Comparison Study | PDF",1792069123,38]