Layla J. Kurt & Krystel H. Chenault University of Dayton
In this study, the researchers highlight differences in district level value-added growth data of gifted students in urban and suburban districts, as categorized by the Ohio Department of Education. In addition to analyzing the difference between the academic growth of urban and suburban gifted students, the researchers sought to synthesize existing literature to compile best practice strategies focused on bolstering the academic success of gifted urban students. Results confirmed the researchers’ hypothesis that gifted students in urban districts exhibit significantly lower growth scores than their suburban counterparts. The authors conclude with strategies from existing literature that may prove useful for professionals serving gifted urban student populations, particularly ethnically diverse gifted students.