Examining the Probability of Identification for Gifted Programs for Students in Georgia Elementary Schools: A Multilevel Path Analysis Study

Abstract

This study focused on the analysis of a large-scale data set (N = 326,352) collected by the Georgia Department of Education using multilevel path analysis to model the probability that a student would be identified for participation in a gifted program. The model examined individual-and school-level factors that influence the probability that an individual would be identified. The probability of being identified as gifted depended strongly on student race and socioeconomic status and varied strongly across schools. Putting the Research to UseThis study provides a comprehensive examination of racial and socioeconomic disparities in gifted program participation in one state mandating gifted education and an identification scheme designed to increase participation among traditionally underrepresented groups of students. In spite of these policies, identification rates still varied widely across race and socioeconomic status. The study found that race still exerted strong effects on the probability of identification even after socioeconomic status was controlled. Furthermore, the study found that schools varied widely in the gifted identification rate even when some student characteristics were controlled. This study suggests that much work remains to be done in terms of ensuring that all students, regardless of background, have access to advanced educational programs.

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

“…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). Subjective selection practices are often influenced by teachers' negative attitudes and expectations toward Black students, and poorer teacher-student relationships with Black males in particular (Henfield et al 2008b).…”

Identification Process of Young Gifted Learners: The Malaysian Experience

“…The Malaysian National Gifted Center -also known as PERMATApintar™ -used two standardized tests to measure the following group of abilities: intellectual, creativity, socio-affective and sensorimotor. Research have shown that standardized tests are useful especially in identifying students with exceptional academic potential who are underrepresented in gifted and talented program (Peters & Gentry, 2010;Ford, 1998;McBee, 2010;Pfeiffer & Jarosewich, 2007). It provides consistency in the selection process.…”

Evaluating Gifted Identification Practice: Aptitude Testing and Linguistically Diverse Learners

“…Although changes in IQ scores over time have drawn attention in general and special education settings (Flynn, 2000;Kanaya et al, 2003), there appears to have been little consideration of how these changes might influence gifted identification rates. Despite a growing recognition that giftedness may involve additional factors beyond intelligence test scores (Callahan, 2005;McBee, 2010;Steiner & Carr, 2003;Sternberg, 2007) and a growing awareness of potential sources of bias in the gifted referral process (McBee, 2010), these test scores remain a central factor in determining who is eligible to receive gifted education services in schools. In the present article, we use the broader term aptitude testing to refer to standardized intelligence testing in general, while we use the more specific term IQ to refer to specific measures within this genre.…”