The disproportional representation of students from various demographic subgroups within identified gifted and talented populations has long frustrated policy makers, education advocates, researchers practitioners within the field, and those concerned with societal inequality in general. Despite the prevalence of articles in the media reporting on disproportional representation, little research has been conducted to track whether (a) the representation of these student subgroups, particularly students with limited English proficiency or students with disabilities, has changed over time or (b) states with and without policies differ in proportional representation of students identified with gifts and talents. For example, increasingly, gifted education advocates have pushed for mandates that all students be screened for gifted program eligibility as a way to combat disproportionality, despite little evidence that such methods influence proportionality. Therefore, this study sought to understand whether and how state and national gifted program demographics have changed over time and how proportionality is correlated with state mandates for gifted education identification or services. A preprint of this paper as well as additional figures are available at: https://osf.io/325m9/ .

Researchers consider the underrepresentation of Black, Hispanic, and Native American students is largely due to the use of traditional methods of identification (i.e., IQ and standardized achievement tests). To address this concern, researchers created novel non-traditional identification methods (e.g., non-verbal tests, student portfolios, affective checklists). This metaanalysis of 54 studies, consisting of 85 effect sizes representing 191,287,563 students, provides evidence that non-traditional identification methods, while able to narrow the proportional identification gap between underrepresented (Black, Hispanic, and Native American) and represented (Asian and White American) populations, are still unable to address the issue of education inequity. An overall risk ratio of .34 was calculated for non-traditional methods of identification in comparison to a .27 risk ratio for traditional methods. While the non-traditional methods help identify more underrepresented students as gifted, the results of this meta-analysis show that better identification methods are needed to address inequities in identification.

This article describes the initial development and psychometric evaluation of an instrument for use with secondary students to measure various perceptions about class activities. The instrument-Student Perceptions of Classroom Quality (SPOCQ)-focuses on meaningfulness, challenge, choice, self-efficacy, and appeal, constructs central to learning and deeply rooted in gifted education. The article reports content and construct validity evidence, reliability estimates, and demographic group comparisons from a diverse national sample of students in grades 7-12 (N = 7,411). The article also details differences between advanced and general education students' perceptions of their classroom environments. SPOCQ can be useful to those interested in classroom research, as well as those aiming to improve teaching and learning by considering students' perceptions of class activities.

The authors investigated whether differences existed in perceptions of class activities for students in Grades 3-8 and between genders. Specifically, the frequency that students perceived opportunities for interest, challenge, choice, and enjoyment in their classrooms was assessed using the affective instrument, My Class Activities (M. Gentry & R. K. Gable, 2001). Significant main effects existed for grade level and gender, with no interaction of the 2 variables. In general, middle school students found their classroom activities less frequently interesting and enjoyable, with fewer opportunities for choice, than did elementary students. These variables declined steadily from lower to upper grades. Girls indicated that their class activities were more frequently interesting and enjoyable than did boys, which contributed to the significant gender differences.

A B S T R A C TThis paper presents the findings of a longitudinal, causal comparative investigation ofan elementary school cluster grouping program. Both quantitative and qualitative methodologies were used. Although the cluster grouping program was originally designed to provide differentiation of content and instruction for gited students, positive effects were also found on the achievement of all students in the school. During the three program years, students involved in the school using cluster grouping were more likely to be identified as high achieving or above average. Fewer students were identified as low achieving. A significant increase in achievement test scores ofall students was found when these students were compared to similar students from a comparison school district. Qualitative analyses yielded three core categories-the use of grouping, the impact of teachers, and the general school environment-that helped to provide an understanding ofthe quantitative findings.