Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Jennifer Putnam

Abstract

Historically, many North Carolina Local Education Agencies (LEAs) have not prioritized diversity in Academically and Intellectually Gifted (AIG) programs, and local control over funding and policies has led to wide variations in how identification and services are implemented. As a result, persistent equity gaps exist between the proportion of culturally, linguistically, and ethnically diverse (CLED) students in the overall population and their representation in AIG programs. The purpose of this study was to examine identification practices implemented by LEAs and determine their impact on the Relative Difference in Composition Index (RDCI), as well as to identify which practices contribute to more equitable outcomes. A mixed methods explanatory sequential design was used. Quantitative RDCI data from 2023–2025 were analyzed using a two-way ANOVA, followed by quantitative document analysis of AIG plans and structured interviews with advanced learning directors. The findings revealed a persistent pattern where representation continues to reflect longstanding disparities for Black and Hispanic students. Although districts implementing multiple pathways, universal screening, and alternative assessments show small but meaningful gains, these improvements remain gradual and uneven, leaving disparities visible across all districts, including those showing early progress gains. These findings suggest that inequitable representation is a systemic issue rather than the result of any single practice. Advancing equity in AIG identification practices requires systemic change involving sustained, coordinated efforts that expand access, invest in professional learning, and intentionally disrupt structural barriers, allowing districts to move beyond incremental progress toward meaningful change.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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