Early Identification of the Gifted and Talented

Abstract

Given the recognized importance of early identification of and educational intervention for the gifted and talented, the present study examined the predictive validity of the STAR (Screening Test for Academic Readiness) as well as decision-making accuracy that could be expected if the STAR were used as one screening tool in the identification process. For a sample of 74 students referred for assessment, 28 of whom were ultimately placed in gifted and talented programs and 46 of whom failed to qualify for special educational placement, the results of the regression analysis indicated that prekindergarten STAR scores significantly predicted WISC-R Verbal, Performance, and Full Scale IQ scores obtained several years later. From a decision-making standpoint, the results indicated that a 72% accuracy rate would have resulted had later placement of students been based upon prekindergarten STAR scores alone.