No Child Left Behind (NCLB) has defined the past 15 years of public K-12 education. An incentive structure built around adequate yearly progress created an environment that was not aligned with gifted education. Texas, with over 11% of the total identified gifted population in the United States, state funding for gifted, and incentivized identification policies, made an ideal case study to analyze the ramifications of NCLB on gifted education. This article explores how Texas responded to NCLB and that response’s influence on district-level funding for gifted education. In total, 16 years of financial and enrollment data were analyzed for the 1,025 public school districts in Texas using the frame work of a longitudinal mixed model. Results indicated that there was an annual decline in the percentage of budget allocated to gifted education of 0.04 percentage points for rural school districts, 0.08 for suburban, 0.07 for town, and 0.05 for urban.

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评估不让一个孩子掉队对德克萨斯州资优教育资助的影响：描述性研究

不让一个孩子掉队 (NCLB) 定义了过去 15 年的公共 K-12 教育。围绕每年足够的进步建立的激励结构创造了一种与天才教育不一致的环境。德克萨斯州占美国天才总人口的 11% 以上，国家资助天才和激励性鉴定政策，为分析 NCLB 对天才教育的影响做了一个理想的案例研究。本文探讨德克萨斯州如何回应 NCLB 以及该回应对地区级资优教育资金的影响。使用纵向混合模型的框架，总共分析了德克萨斯州 1,025 个公立学区 16 年的财务和入学数据。结果表明，分配给资优教育的预算百分比每年下降 0。