What is it about?
My coauthors and I examined the probability that students from different demographic groups would be identified as gifted. Much to our surprise, we found that after controlling for achievement test scores the gaps in gifted program identification evaporated across racial/ethnic and socioeconomic status groups. Replication of this finding is needed, though.
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Why is it important?
Underrepresentation of Hispanic and Black students is common in gifted programs, but there is a great deal of disagreement about why. In this article, we showed that disproportionate representation in gifted programs for these groups can be explained entirely by achievement gaps between racial/ethnic groups. This shows that the origins of the underrepresentation are not in the gifted identification process per se, but are just a symptom of the causes of the achievement gap.
Perspectives
I appreciate the gracious people at the Utah State Office of Education for allowing me to use their data for this study. My two student co-authors were also excellent in making this piece happen.
Dr Russell T. Warne
Independent Scholar
Read the Original
This page is a summary of: The Impact of Race and Ethnicity on the Identification Process for Giftedness in Utah, journal for the education of the gifted, October 2013, SAGE Publications,
DOI: 10.1177/0162353213506065.
You can read the full text:
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