ESRP 9000 Professor
Gina L. Peyton
ESRP 9001 Professor
Gina L. Peyton
Through the implementation of the Strategic Research Project (SRP), it was realized there is a lack of diversity within the gifted education sphere. This project provided awareness and clarity of the global phenomenon of under-identification of gifted students, specifically Black and indigenous populations, in an elementary school in a large school district in South Florida. After employing a strengths-weaknesses-opportunities-threats (SWOT) analysis, a strategic plan matrix was conducted, and both an Internal Factor Evaluation (IFE) and External Factor Evaluation (EFE) identified potential gaps and areas for growth within the organization. Ten factors were listed for each area of the SWOT, and further exploration of the strategies to combat under-identification of gifted Black and minority students was employed. After extensive research, four solutions to lesson or eliminate under-identification of Black gifted students were realized, and the pros, cons, and barriers of each solution were analyzed through a synthesized list of literature related to under-identification of Black gifted students. Extensive research of theories, frameworks, and models pertinent to the disparity within the gifted education sphere led to four solutions: (a) to ensure all students receive rigor, enrichment, and equity in education; (b) intentionally place Black students with Black educators; (c) intentional parent advocate for gifted students; and (d) provide trained, equipped, and qualified gifted educators to effectively educate students. Though the four selected solutions were rather compelling after employing the SWOT analysis in this SRP, the solution that was unquestionably obvious is to ensure all students receive rigor, enrichment, and equity in education.
Next, two strategies were realized to accomplish the selected solution of ensuring all students receive rigor, enrichment, and equity in education: (a) educator preparation resources and (b) data-driven progress monitoring tool implementation. The strategy deemed to yield more effect, though it had a lesser attractive score, was the implementation of a strategic data-driven progress monitoring tool. An executive decision was made in choosing the most important strategy, as researchers can make objective decisions once rational. To address under-identification and the disparity gap within public elementary school settings, this Strategic Research Project, through the projected action plan, will implement a data-driven progress monitoring tool to effectively meet the individual academic and social needs of all students, despite their race, socioeconomic status, or financial strata.
Strategic Research Project-NSU Access Only
Doctor of Education (EdD)
Abraham S. Fischler College of Education
Laurie S. Gardner. 2022. A Strategic Data-Driven Progress Monitoring Tool Within an Elementary Setting. Capstone. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education. (16)