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Do High School Gifted Programs Lead to Later-in-Life Success?

Author

Listed:
  • David M. Welsch

    (University of Wisconsin-Whitewater)

  • David M. Zimmer

    (Western Kentucky University)

Abstract

This paper investigates the effects of participation in gifted education programs, and offers several contributions to existing research. First, this paper studies the effects of high school programs, as opposed to the more commonly-studied elementary and middle school versions. Second, this paper considers impacts of gifted programs on later-in-life socioeconomic success, including college graduation and eventual employment, as opposed to short-run standardized test outcomes. Third, this paper uses sibling fixed effects, coupled with a recently-proposed decomposition method, as an identification approach. The main conclusion is that gifted programs tend to include students who possess traits that already correlate with later-in-life success. After controlling for those traits, gifted programs, per se, show little statistical relationship to later-in-life outcomes.

Suggested Citation

  • David M. Welsch & David M. Zimmer, 2018. "Do High School Gifted Programs Lead to Later-in-Life Success?," Journal of Labor Research, Springer, vol. 39(2), pages 201-218, June.
    • Handle: RePEc:spr:jlabre:v:39:y:2018:i:2:d:10.1007_s12122-017-9252-9
    DOI: 10.1007/s12122-017-9252-9
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    References listed on IDEAS

    as
    1. Sa A. Bui & Steven G. Craig & Scott A. Imberman, 2014. "Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Students," American Economic Journal: Economic Policy, American Economic Association, vol. 6(3), pages 30-62, August.
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    8. Billie Davis & John Engberg & Dennis Epple & Holger Sieg & Ron Zimmer, 2013. "Bounding the Impact of a Gifted Program on Student Retention Using a Modified Regression Discontinuity Design," Annals of Economics and Statistics, GENES, issue 111-112, pages 10-34.
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    Cited by:

    1. Canaan, Serena & Mouganie, Pierre & Zhang, Peng, 2022. "The Long-Run Educational Benefits of High-Achieving Classrooms," IZA Discussion Papers 15039, Institute of Labor Economics (IZA).

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    More about this item

    Keywords

    Gifted and talented; Variable decomposition; Sibling fixed effects;
    All these keywords.

    JEL classification:

    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education

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