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The Effect of Gifted Education on Achievement and Access - Job Market Paper - November 14, 2025","We study the impacts of New York City kindergarten gifted and talented (G&T) programs on achievement and access to elite secondary schools. Two research designs are combined: a regression discontinuity at an exam cutoff and a lottery-based centralized assignment. G&T changes the classroom environment, yet produces no achievement impact under both strategies. In contrast, G&T increases applications and enrollment in elite middle schools in the lottery sample, with the largest access effects for low-income students and those with high baseline ability. Estimates are used to evaluate an admissions reform replacing the G&T exam with teacher recommendations, then a demand-based structural model contrasts policy possibilities.","Sorting or Supporting? The Effect of Gifted Education on  \nAchievement and Access*  \nJimmy Chin† Geoffrey Kocks‡  \nJob Market Paper  \nNovember 14, 2025  \nPlease click here for latest version  \nAbstract  \nWe study the impacts of New York City kindergarten gifted and talented (G&T) programs on achievement and access to elite secondary schools. We combine two research designs: a regression discontinuity at a qualifying exam cutoff and a lottery design arising from centralized assignment. The latter permits the identification of effects for students scoring above the cutoff. While G&T markedly changes the classroom environment, there is no impact on achievement using both empirical strategies, with precise and insignificant effects smaller than 0:04􀀛 when pooling the designs. In contrast, G&T boosts applications and enrollment in elite middle schools in the lottery sample. Effects on school access are largest among low-income students and those with high baseline ability. We use our estimates to predict how a recent admissions reform that replaced the G&T entrance exam with teacher recommendations affects elite school access. The reform increased the share of low-income students in G&T from 22 to 28 percent. A structural model of G&T demand shows that it also decreased the mean baseline ability. The decline in baseline ability outweighs the gainsin low-income enrollment, lowering the average treatment effect on elite school access for G&T students. We trace out a policy possibilities frontier, comparing treatment effects and the low-income enrollment share under best-case policies. While neither exam nor recommendation admissions are on the frontier, exam-based admissions are closer.  \n*We thank Parag Pathak, Joshua Angrist, Amy Finkelstein, and Chris Walters for their help and encouragement throughout this project. We are grateful to the Office of Student Enrollment at New York City Public Schools, especially Daniel Hildreth and Josh Smith, for providing data and support. We further thank the NYC G&T teachers whom we met and who shared valuable insights with us. Thanks also to Katharina Adler, Claudia Allende, Isaiah Andrews, David Autor, Nano Barahona, Laura Caron, Christopher Cleveland, Sharada Dharmasankar, Laura Giuliano, Hilary Hoynes, Dean Li, Clemence Idoux, Scott Imberman, Pat Kline, Tomas Larroucau, Enrico Moretti, Ashesh Rambachan, Jesse Rothstein, Nina Roussille, Yang Song, Victor Quintas-Martínez, Connie Xu, Danny Yagan, and Yuci Zhou, as well as participants at the MIT Labor and Public Finance Lunches, 2024 AEFP Annual Conference, 2024 AEACSQIEP Conference, 2025 ACLEC, the Boston University PREREQ Seminar, and the 2025 CESifo/ifo Junior Workshop on the Economics of Education for helpful comments. We are grateful to Eryn Heying, Jennifer Jackson, Niamh McLoughlin, and Jim Shen for invaluable administrative support. Finally, we thank Vivien Huang, Lauren Nieto, Renzl Obispo, and Edha Singh for excellent research assistance. This paper reports on research conducted under data-use agreements between MIT, the project's principal investigator, and New York City Public Schools. This paper reflects the views of the authors alone. We acknowledge generous funding from the MIT Integrated Learning Initiative, the NSF GRFP under grant 2141064 (Kocks), the NBER Global Math Talent Fellowship (Kocks), and Berkeley Economists for Equity.  \n†[UC Berkeley Department of Economics. Email: jimmychin@berkeley.edu](UC Berkeley Department of Economics. Email: jimmychin@berkeley.edu)  \n‡MIT Department of Economics. Email: [gkocks@mit.edu](gkocks@mit.edu)  \n1 Introduction  \nIn school districts around the country, a perennial debate centers on whether students should be grouped into different classrooms based on ability. Gifted education, which provides specialized instruction to students with high cognitive ability, remains a cornerstone of the debate. Supporters argue that gifted and talented (G&T) programs, and tracking more broadly, promote lea","cbCaisHAZXTWI5zw","https://ap.wps.com/l/cbCaisHAZXTWI5zw","pdf",4147960,17,99,"English","en",105,"# Introduction\n## Research Questions and Setting\n## Context and Motivation","[{\"question\":\"What two research designs are used to estimate the effects of NYC kindergarten G\\u0026T programs?\",\"answer\":\"The paper combines a regression discontinuity design at a qualifying exam cutoff and a lottery design from centralized assignment, using the latter to identify effects for students scoring above the cutoff.\"},{\"question\":\"How does G\\u0026T affect achievement according to the paper’s empirical results?\",\"answer\":\"Although G\\u0026T markedly changes the classroom environment, the paper finds no impact on achievement using both empirical strategies, with effects that are precise but statistically insignificant.\"},{\"question\":\"Who benefits most in terms of elite school access, and what reform is evaluated?\",\"answer\":\"Access effects are largest for low-income students and students with high baseline ability. The paper also uses estimates to predict how an admissions reform replacing the G\\u0026T entrance exam with teacher recommendations affects elite school access.\"}]","Sorting or Supporting? 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The paper also uses estimates to predict how an admissions reform replacing the G&T entrance exam with teacher recommendations affects elite school access.","https://schema.org",{"og:url":102,"og:type":142,"og:title":65,"og:site_name":113,"og:description":66},"article",{"robots":144,"canonical":102},"index,follow",{"doc_id":61,"site_id":76}]