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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 that is often attributed to a lack of non-cognitive skills such as motivation and self-discipline. We study how being classified as gifted – determined by having an IQ score of 116 or higher – affects college entry rates of disadvantaged children in a large urban school district. For boys with IQ’s around the cutoff, gifted identification raises the college entry rate by 25-30 percentage points – enough to catch up with girls in the same IQ range. In contrast, we find small effects for girls. Looking at course-taking and grade outcomes in middle and high school, we find large effects of gifted status for boys that close most of the gaps with girls, but no detectable effects on standardized tests scores of either gender. Overall, we interpret the evidence as demonstrating that gifted services raise the non-cognitive skills of boys conditional on their cognitive skills, 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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    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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