Can Gifted Education Help Higher-Ability Boys from Disadvantaged Backgrounds?
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Boys are less likely than girls to enter college, a gap often attributed to differences in noncognitive skills. We study how being classified as gifted determined by having an IQ score of 116 affects college entry for disadvantaged children in a large urban school district. We find increases of
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美国国家经济研究局创建时间：
2024-12-01
