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Can Gifted Education Help Higher-Ability Boys from Disadvantaged Backgrounds?

Author

Listed:
  • David Card
  • Eric Chyn
  • Laura Giuliano

Abstract

Boys are less likely than girls to enter college, a gap often attributed to differences in noncognitive skills. We study how being classified as gifted – determined by having an IQ score of ≥116 – affects college entry for disadvantaged children in a large urban school district. We find increases of around 50 percent for marginally eligible boys, but only small effects for girls. There are also large effects for boys (but not girls) on course-taking and grades in middle and high school with no effects on standardized tests scores. These patterns suggest that gifted services raise the non-cognitive skills of underachieving boys, leading to gains in educational attainment.

Suggested Citation

  • David Card & Eric Chyn & Laura Giuliano, 2024. "Can Gifted Education Help Higher-Ability Boys from Disadvantaged Backgrounds?," NBER Working Papers 33282, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:33282
    Note: CH ED LS
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    Cited by:

    1. Beatrix Eugster & Kelli Marquardt & Aurélien Sallin, 2026. "Missing Stars? Quantifying the Gender Gap in the Assessment of Gifted Students," CESifo Working Paper Series 12382, CESifo.

    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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