Policy changes are an ever-present part of education. In 2019, legislators upended over two decades of gifted education policy in Texas with the removal of direct funding for gifted education. In its wake, the removal of funding shook educator morale and created uncertainty as to the future of gifted education in the state. In this article, we report on a survey administered to gifted education educators in Texas. A descriptive framework in conjunction with Bayesian analysis and multiple imputations is used to analyze the survey results. Our findings provide evidence that though educator sentiment is largely negative toward the changes to gifted education in Texas, educator outlooks on the future of gifted education in the state are relatively high.

政策变化是教育永远存在的一部分。2019 年，立法者取消了对天才教育的直接资助，颠覆了德克萨斯州二十多年来的天才教育政策。随之而来的是，资金的取消动摇了教育者的士气，并对该州资优教育的未来造成了不确定性。在本文中，我们报告了一项针对德克萨斯州天才教育教育工作者的调查。结合贝叶斯分析和多重插补的描述性框架用于分析调查结果。我们的研究结果提供证据表明，尽管教育工作者对德克萨斯州资优教育的变化在很大程度上持负面态度，但教育工作者对该州资优教育未来的展望相对较高。