The Impact of Race and Ethnicity on the Identification Process for Giftedness in Utah

  title={The Impact of Race and Ethnicity on the Identification Process for Giftedness in Utah},
  author={Russell T Warne and Braydon Anderson and Alyce O. Johnson},
  journal={Journal for the Education of the Gifted},
  pages={487 - 508}
Many gifted education experts have found that Black, Hispanic, and Native American students are less likely to be identified for gifted programs than Asian American and White students. A study was conducted to ascertain the degree of underrepresentation of these groups in gifted programs in Utah. Using state-collected data from 14,781 students in six representative school districts in Utah, it was found through multiple logistic regression analysis that there was no statistically significant… Expand

Tables from this paper

A Meta-Analysis of Gifted and Talented Identification Practices
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 achievementExpand
Underrepresentation in Gifted Education in the Context of Rurality and Socioeconomic Status
Proportional identification of students for gifted services in Florida school districts is an important goal. A multi-level model was used to analyze school district data from the Florida DepartmentExpand
Recruiting and Retaining Underrepresented Gifted Students
Students from low-income and ethnic minority backgrounds are frequently underrepresented in gifted and talented education (GATE) programs. In this chapter, we contest the typical definition ofExpand
A Single Case Study of the Impact of Policy Changes on Identification for Gifted Programs
The annals of gifted education research contain few educational policy studies and even fewer studies on the impacts of changes in policy. To partially fill this gap, the authors performed an ABAExpand
The effect of poverty on the verbal scores of gifted students
Abstract A nonexperimental design was used to determine whether the verbal scores of low-income gifted fifth graders (n = 38) differed from those of their higher income peers (n = 83). TheExpand
Experiences of Elementary Teachers Using Inclusion Models to Serve Gifted Students
Gifted education has undergone recent changes because of the decrease in funding set aside for gifted students in the public school system. The use of inclusion to provide gifted education within theExpand
Closing Poverty-Based Excellence Gaps: Conceptual, Measurement, and Educational Issues
The number of economically vulnerable students in the United States is large and growing. In this article, we examine income-based excellence gaps and describe recent controversies in the definitionExpand
Testing Spearman's hypothesis with advanced placement examination data
Abstract The nature, source, and meaning of average group score differences between demographic groups on cognitive tests has been a source of controversy for decades. One possible explanation isExpand
Assessment in Gifted Education: A Review of the Literature From 2005 to 2016
Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth ofExpand
Poverty, Academic Achievement, and Giftedness: A Literature Review
In this article, we review research on poverty, both poverty rates and the effects of poverty on academic achievement more generally and on the identification and services for low-income giftedExpand


Racial and Ethnic Representation in Gifted Programs
The Elementary and Secondary School Survey data and Civil Rights Data Collection of the Office for Civil Rights (OCR) were analyzed to describe the issue of overrepresentation of gifted AsianExpand
Examining the Probability of Identification for Gifted Programs for Students in Georgia Elementary Schools: A Multilevel Path Analysis Study
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 studentExpand
Recruitment Is Not Enough: Retaining African American Students in Gifted Education
In public school systems all around the country, educators—teachers, counselors, and administrators—have made significant progress in identifying and recruiting diverse populations in gifted andExpand
A Descriptive Analysis of Referral Sources for Gifted Identification Screening by Race and Socioeconomic Status
A dataset containing demographic information, gifted nomination status, and gifted identification status for all elementary school students in the state of Georgia (N = 705,074) was examined. TheExpand
Addressing Underrepresentation of Gifted Minority Children Using the Naglieri Nonverbal Ability Test (NNAT)
A persistent problem in education is the underrepresentation of diverse students in gifted education programs. Many educators attribute the poor participation of diverse students in gifted programsExpand
Identification of Gifted Students in the United States Today: A Look at State Definitions, Policies, and Practices
Definitions of what constitute students who are gifted and talented as well as policies and procedures to identify these high-ability students play a critical role in determining which individualsExpand
Who Are America's Gifted?
Mainstream education research has devoted little attention to studying highly talented students. Though there exists an expansive specialized literature dedicated to the study of academic giftedness,Expand
Multigroup Construct Validity Evidence of the HOPE Scale: Instrumentation to Identify Low-Income Elementary Students for Gifted Programs
Students with exceptional academic potential who come from low-income families are frequently not identified for and consequently are underrepresented in gifted and talented programs. Because ofExpand
More Than One Gap: Dropout Rate Gaps Between and Among Black, Hispanic, and White Students
The achievement gap, traditionally measured by test scores, also can be documented by dropout behavior. Examining dropout behavior among Black, White, and Hispanic students, with a particular focusExpand
Comparing Tests Us ed To Ide ntify Ethnically Diverse Gifted Children : A Critical Response to Lewis
Recently Multicultural Education published a research article examining the effectiveness of three different tests in identifying ethnically diverse gifted and talented children (Lewis,Expand