Evaluating Gifted Identification Practice: Aptitude Testing and Linguistically Diverse Learners

Matthews, Michael S.; Kirsch, Lauri

doi:10.1080/15377903.2011.565281

Cited by 15 publications

(25 citation statements)

References 50 publications

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“…One reason is school systems' reliance on standardized intelligence tests for admission that privilege certain experiential/cultural/language backgrounds over others (Ford 2004;Myers et al 2004). Many standardized tests used for gifted identification are inappropriate or suboptimal for use with children from culturally diverse groups, due to cultural/language bias, differential predictive validity for Black students, and stereotype threat and anxiety that are invoked from the tests among Black students (Ford and Whiting 2010;Matthews and Kirsch 2011). Moreover, school teachers often serve as gate-keepers to gifted programs given reliance on teacher recommendations (Ford et al 2008;McBee 2010).…”

Section: Black Males In Gifted Programsmentioning

confidence: 99%

Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs

et al. 2013

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Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as gifted during early elementary school. Using data from the Miami School Readiness Project, we followed 6,926 low-income Black males from preschool through 5th grade to describe trajectories for the 453 Black males (6.5 %) who were identified as gifted, and examined child, family, and preschool variables associated with gifted classification. Boys were most commonly identified as gifted in first and second grade, and 15 % of the identified boys did not appear to be receiving gifted courses. Hierarchical multiple logistic regression analyses revealed that being classified as gifted in early elementary school was more likely for Black males who (a) attended public school pre-K programs at age four, (b) had higher cognitive, language, fine motor, behavioral, and emergent literacy school readiness skills before entering kindergarten, (c) spoke a language other than English at home, (d) were older upon entering kindergarten, (e) received higher grades in school, and 123Urban Rev (2013) 45:416-447 DOI 10.1007 (f) scored higher on standardized tests of math and reading. Predictors of gifted identification in the kindergarten year were different and weaker compared to identification in later years. Implications for early identification and intervention for talented Black males are discussed.

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Section: Black Males In Gifted Programsmentioning

confidence: 99%

Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs

et al. 2013

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“…We identified eight empirical papers on nonverbal assessments (Giessman et al, 2013; V. Gonzalez, 2006;V. Gonzalez et al, 1996;Lakin & Lohman, 2011;Lohman et al, 2008;Lohman & Gambrell, 2012;M. S. Matthews & Kirsch, 2011;Mills & Tissot, 1995).…”

Section: • • the Need To Acknowledge That Standardized Testing Is Promentioning

confidence: 99%

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

Mun

Hemmler

Langley

et al. 2020

Journal for the Education of the Gifted

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Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.

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“…Research shows that CLD students are often denied access to challenging curricula and are underrepresented in gifted programs by greater than 40% nationwide (Ford et al, 2008). Other researchers have shown that percentage to be as high as 70 nationwide (Harris, Plucker, Rapp, & Martinez, 2009;Harris et al, 2007;Matthews & Kirsch, 2011). In traditional schooling, enrichment activities are exclusive, mandated only for those elite students who demonstrate traditional gifted characteristics and qualify for gifted services based on mandated assessment results.…”

Section: Description Of Enrichment Clusters In Actionmentioning

confidence: 99%

Using Enrichment Clusters to Address the Needs of Culturally and Linguistically Diverse Learners

et al. 2016

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Using data from teacher interviews, classroom observations, and a professional development workshop, this article explains how one component of the schoolwide enrichment model (SEM) has been implemented at a culturally diverse elementary school serving primarily Latina/o and African American students. Based on a broadened conception of giftedness, the SEM incorporates enrichment clusters, which are designed to expose students to a variety of topics that would not ordinarily be covered in the regular curriculum. The goal of enrichment clusters is for students to engage in active learning under the direction of the cluster facilitator, who encourages inductive and cooperative approaches to problem-solving and higher order thinking skills. At our investigation site, enrichment clusters are inclusive of all students, providing access to gifted methods and challenging curricula for Latina/o and African American students, who are typically underrepresented in gifted programming.

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Evaluating Gifted Identification Practice: Aptitude Testing and Linguistically Diverse Learners

Cited by 15 publications

References 50 publications

Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs

Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

Using Enrichment Clusters to Address the Needs of Culturally and Linguistically Diverse Learners

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