Affiliation:
1. University of Wisconsin, Whitewater, USA
2. Purdue University, West Lafayette, IN, USA
Abstract
For more than 30 years, underrepresentation of certain racial, cultural, and income groups in gifted and talented programs has been documented as a serious problem. Not only does this issue make gifted programs appear as if they are designed solely for upper class, dominant-culture individuals, but it also means that talented students from diverse backgrounds are not having their needs met. This study sought to determine the utility of applying group-specific norms to achievement tests in identifying more proportional numbers of gifted and talented students from low-income families. In addition, this study applied the use of a teacher-rating scale to locate even more underserved students with high potential. Results indicated that both practices helped identify more underserved students than did using traditional general norm-group comparisons. Implications for identification policy and practice are shared.
Cited by
71 articles.
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