Twice-Exceptional Students Achieving and Matriculating in STEM (TEAMS) is a research project at the University of Hawaii designed by Hye Jin Park, Ed.D. It is designed to increase the number of underrepresented students with high academic ability in gifted and talented education programs, as well as the enrollment of these students in postsecondary STEM programs in 24 schools across Oahu, Hawai’i Island, Commonwealth of the Northern Mariana Islands, American Samoa, Iowa, and New York. Award #S206A140012
STEM Starters+ is a research study designed by Ann Robinson, Ph.D., and Kristy Kidd at the University of Arkansas at Little Rock; it is evaluated by Jill Adelson, Ph.D., of the University of Louisville. This project is designed to increase identification of underrepresented populations, STEM experiences for first- through fifth-grade gifted students, and teacher knowledge of gifted education and STEM disciplines. The research will be completed in schools from the El Dorado, Little Rock, and Pulaski County School Districts. Award #S206A140006
Experiences Cultivating Exceptional Learning (EXCEL) is a research initiative designed by Beverly Shaklee, Ed. D., and Anne Horak, Ph.D., of George Mason University, and Shelagh Gallagher, Ph.D.. The goal of the project is to improve English/Language Arts achievement through the use of Problem-Based Learning in 7th and 8th grade students. Award #S206A140022
Total School Cluster Grouping (TSCG) is a project created by Marcia Gentry, Ph.D., Jennifer Richardson, Ph.D., Yukiko Maeda, Ph.D., and Kristina Ayers Paul, Ph.D., of Purdue University, and Scott J. Peters, Ph.D., of University of Wisconsin-Whitewater. The purpose is to improve achievement in and increase identification of low-income and culturally and linguistically diverse families as gifted. Participant schools are sites with at least 40% population eligibility for Federal Free and Reduced Meals Program in Arizona, Indiana, Minnesota, Wisconsin, and South Carolina. Award #S206A140011
Collaborative Planning Utilizing a Technical Assistance Collaborative to Upscale the Identification Processes and Programming for Gifted At Risk Learners is the research study designed by Karen L. Westberg, Ph.D., and Karen B. Rogers, Ph.D., of the University of St. Thomas. The project goals are to develop, apply, and assess a model of collaboration that implements various identification strategies for at-risk students, provides effective differentiation in core subjects, and supports the professional growth of teachers and administrators. There are 15 total participant schools consisting of elementary, middle, and high schools. Award #S206A140005
Project Talentum Academe is created by Julie Swanson, Ed.D., of the College of Charleston. This project is designed to apply talent development curricula and strategies to ultimately increase teacher awareness of gifted education teaching strategies, improve student achievement, and increase the number of students nominated and placed in gifted programs. The six schools participating in this study are from the Charleston County School District. Award # S206A140029
Project CHANGE has been created by Sandra K. Kaplan, Ed.D., and Jessica Manzone, Ed.D., of the University of Southern California with the goals of redefining California’s description and identification of gifted behaviors, extending the identification procedures to include preschool through second grade students, and providing professional development and support in gifted education strategies for early childhood educators. The 64 participant schools will come from four California schools districts. Award # S206A140036
Project Bright IDEA 3 (Interest Development Early Abilities) is Angel L. Harris, Ph.D., of Duke University’s large scale implementation of Bright IDEA 1 and Bright IDEA 2. Bright IDEA 3 is designed to increase the number of students of underrepresented populations identified as gifted, advance academic achievement for these students by modeling skills and behaviors, and support teaching of gifted curriculum to all students. The participants in this study will come from 32 schools in Wake County Public School District in North Carolina. Award # S206A140032
Promoting PLACE (Place, Literacy, Achievement, Community and Engagement) in Rural Schools has been designed by Carolyn Callahan, Ph.D., of the University of Virginia and Amy Azano, Ph.D., of Virginia Tech. The purposes of this study are to adapt identification procedures, non-cognitive interventions and curriculum elements to identify rural students, develop a “place-based language arts curriculum for rural learners” based on the CLEAR curriculum, and provide both of these elements to high-poverty rural gifted students. Six cohorts of students will be identified from 14 rural school districts in Virginia for participation. Award # S206A140034