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2009 Javits Grants

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Grants Awarded under the Javits Gifted & Talented Students Education Act


2009 Grants

In 2009 the U.S. Department of Education did not hold a Javits grant competition. Funding was distributed among high-quality proposals that were submitted in 2008.  Seven demonstration grants were funded.


Recognizing Extraordinary Accomplishments of Children (REACH):  This project is a four-year project from the Gifted Education Program in the Department of Special Education at the University of South Florida (USF), designed to address the reading achievement of elementary-school age gifted English Language Learners (ELLs) and students from economically-disadvantaged backgrounds (L-SES) and to increase the representation of ELLs and L-SES learners in the district’s program for intellectually gifted students.  The experimental study will take place in ten K-5 elementary schools in Hillsborough County School District (Tampa, FL).  Approximately 3000 students from grades 3 and 4 will receive a reading-enrichment intervention and one hundred and five (105) teachers (of 4th and 5th grade) teachers will receive professional and practical knowledge training in gifted education and training in the reading enrichment model using the Schoolwide Enrichment Model Reading Framework (SEM-R).  

Saddleback Valley Unified School District, California: SVUSD, located in Orange County, will implement the research-proven Schoolwide Enrichment Model (SEM) at three demonstration schools in district. The project will increase the number of gifted and talented students from underrepresented groups ensuring academic excellence for all students using a research-based SEM that emphasizes active challenging and enriched learning, differentiation, cluster grouping, curriculum compacting and alternative assessments.  Family education programs, parent outreach, and cross-cultural training activities designed to empower parents as well as a collaborative networking to promote social, emotional and academic growth of children; and, ongoing quality professional development program for teachers will build the capacity of personnel to identify and meet the enrichment needs of its diverse student population, especially those from underrepresented groups; improve the utilization of alternative forms of assessment, and promote cross-cultural/ cross-training experiences for school and collaborative staff, and students.  Target schools will exemplify effectiveness of the research-based SEM and expand its use to the other 23 elementary schools in the district. This project will develop a Collaborative Network with representation from the University of California, Irvine, the Orange County Department of Education and the Orange County Performing Arts Center.   A quasi-experimental design will be used to measure the effectiveness of the project.

Purdue University:  This project will scale up of the Total School Cluster Grouping Model (TSCG), a research-based, total-school application of cluster grouping combined with differentiation. TSCG will increase the number of students from underrepresented groups identified as gifted; increase student achievement in reading, math, and science; and improve teacher practices in 100 schools. An experimental random assignment study including 50 treatment and 50 control schools set in 7 regions to reflect a balance of rural, mid-sized city, and urban settings, each with between 25% and 80% of their student populations coming from one or more targeted underrepresented-as-gifted populations (i.e., economically disadvantaged, ELL, culturally diverse) will be conducted.  All students and all teachers in the study sites will be included in the research.  Seven online gifted education professional development modules will be used to train leadership in year one.  Treatment implementation and repeated-measures identification and achievement data collection will take place in years 2- 4. Year 4 will serve as a planning and training year for control sites, and in Year 5 data collection at the treatment schools will continue. Treatment effects will be examined using a 3-level growth-curve model to explore specific school, group, and individual differences as well as to discern whether the individual growth of students in the treatment program is greater than that of the control group. Comparing the growth curves of the treatment and control groups will allow determination of treatment effectiveness. Findings from the study will be widely disseminated for replication, research, and programming purposes.

The College of William and Mary--School of Education:  This project will demonstrate how the implementation of advanced, research-based curriculum in social studies, combined with the major components of enrichment and talent development, can raise achievement and motivation levels, improve creative and critical-thinking skills, and enhance civic awareness and involvement, for underachieving, yet promising learners in diverse settings. Learners will benefit from immersion in the methodologies, tools, and dispositions of practicing social scientists evaluated by an experimental research design with 20 treatment and 20 comparison classes across six school districts and two states.
The project is designed to implement, refine and extend research-based social studies curriculum units in grades 6-8; pilot test innovative talent development strategies aimed at reversing underachievement and enhancing civic awareness and involvement for 800 at-risk students; develop and implement curriculum development models for teachers and broader school communities and to conduct research on short term and longitudinal student learning and motivation gains, and the mechanisms that may help to reverse underachievement in at-risk middle school students. Major outcomes of the project will include the implementation and refinement of six social studies curriculum units (grade 6-8), the development of professional development and community mentorship models emphasizing collaborative relationships, contributions to the longitudinal research base on effective interventions, and use and development of authentic assessment tools that may serve as models for future state assessments in social studies.

St. John’s University:  The Mentoring Mathematical Minds (M3) curriculum, an enriched and accelerated approach to math, has been shown to be effective at raising the math achievement of elementary gifted students from diverse cultural and linguistic backgrounds.  The goals of the M3 approach are to develop critical and creative-thinking skills, problem-solving skills, and “mathematician like” ways of problem solving. The M3 curriculum includes a total of 12 units, with 4 units for each of 3 levels for students in Grades 3, 4, and 5.  The first year, Stage 1, will involve extensive preparation for implementing. In the 2nd year, Stage 2, the M3 program will be expanded to an additional 10 urban public and private elementary schools (grades 3-5) in New York City with 300 students and 60 teachers for 1 year. The M3 will thereafter be implemented with 200 urban public and private elementary students in 20 elementary schools in 4 states for 3 years.  In Stage 3 local liaisons trained by our research team will serve as coaches to the 60 participating teachers. A pre- and post-test control group design with repeated measure will be used with cluster-randomized assignment.

The Chester Community Charter School:  This project will increase the number of gifted and talented students in grades 2-8 from underrepresented groups who, through gifted and talented education, perform at high levels of academic achievement; and significantly increase the academic achievement in reading and mathematics among the schoolwide student population, including students in all sub-groups (race/ethnicity, income, native language, gender, ability/disability).  Chester Community Charter School has partnered with Drexel Neumann Academy and Widener University to design a longitudinal stratified, randomized experimental designed research study that will evaluate the impact of the pedagogy of gifted education used in Renzulli’s Schoolwide Enrichment Model on 1,887 students and 96 teachers in 6 school buildings in Chester, Pennsylvania.

University of Southern California: Project Linking Learning is a model program for gifted and potentially gifted diverse students in underrepresented, Title I, urban, underperforming schools in Los Angeles Unified School District (LAUSD). Project Linking Learning has two components: (1) an after‐school, site‐based program providing differentiated curriculum (2) an in‐classroom program connecting the student participants’ experiences in the after‐school program with the heterogeneous classrooms at the same site. The intent of the afterschool program is to function as a scaffold to impact the in‐classroom experiences with a differentiated curriculum accessible to all student participants in each of the classroom environments.  A mixed-method, pre-post, quasi-experimental model of evaluation will be used to assess the outcomes of the project.  Project Linking Learning is a scale‐up of a pilot study that functioned for a ten‐week period at a Title I school with a majority African American population. Implementation of Project Linking Learning will include the replication of this model across the school district and its eventual operation at 50 schools: two after-school classes at each school serving 50 students, 10 to 12 regular in‐classroom programs linked to the after‐school components serving approximately 200 students at each school.

West Allis-West Milwaukee School District: This project proposes to “scale up” and evaluate the implementation of a Gifted and Talented Program rooted in the Schoolwide Enrichment Model (SEM). Project CLAP (Enrichment through Creativity, Leadership, Academic Achievement/Aptitude and Performing and Visual Arts) will refine identification procedures and programming/enrichment opportunities for a more diverse group of students who possess a broader range of gifts and talents. Four selected school sites that are significantly diverse (age, demographics, grade level, etc.) will personalize the identification and learning experiences according to their own population and school culture. These schools include Madison Elementary, Pershing Elementary, Lincoln Intermediate and West Allis Central High School, which serve over 2,500 students. The SEM model will effectively serve the district’s high-ability students in a variety of educational settings and in schools serving diverse ethnic and socioeconomic populations. Year one will focuses on professional development, development of expanded identification procedures, formation of Schoolwide Enrichment Teams, collection of data regarding ability, interest and learning profiles of students and adults, along with development of curriculum and enrichment opportunities to promote high-end learning. Year two will add a minimum of two schools to the project. In the final project year a plan will be developed for district-wide scale up and sustainability. Project CLAP will use a quasi experimental model to compare qualitative and quantitative data from two elementary, one intermediate and one high school in the initial experimental group to nine elementary, one intermediate and one high school that will serve as an initial control group. The research and evaluation plan includes an external evaluator serving in a role to provide both formative and summative assessment for our project. Both internal and external evaluation processes will be informed by the NAGC Pre-K Grade12 Gifted Program Standards. Project CLAP will continue and strengthen its commitment to identifying and serving all gifted and talented students.