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

David Card, Eric Chyn and Laura Giuliano

No 33282, NBER Working Papers from National Bureau of Economic Research, Inc

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.

JEL-codes: I21 I24 (search for similar items in EconPapers)
Date: 2024-12
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