Effect of local norms on racial and ethnic representation in gifted education

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Matthews, M. S., Peters, S. J., Rambo-Hernandez, K., & Plucker, J. A. (2019). Effect of local norms on racial and ethnic representation in gifted education. Aera Open. https://doi.org/doi:10.1177/2332858419848446
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Description

Faculty, Educators have sought to understand and address the disproportional representation of students from certain student subgroups in gifted education. Most gifted identification decisions are made with national comparisons where students must score above a certain percentage of test takers. However, this approach is not always consistent with the overall goal of gifted education. Scholars have long argued for the use of local normative criteria to increase the diversity of students identified for gifted services, and although some districts across the country have applied such recommendations, little research has been carried out. In this study, we use a large data set to assess the extent to which identifying gifted students with either school-level norms or a combination of national and school-level norms would improve gifted education representation rates for students who are from African American and Latina families. A preprint of this registered report and this project's preregistration documentation are available at https://osf.io/z2egy/.

Details
Title

Effect of local norms on racial and ethnic representation in gifted education

Author(s)

Matthews, Michael S., 1968-
Peters, Scott J.
Rambo-Hernandez, Karen
Plucker, Jonathan A.

UNC Charlotte Affiliate Type

Faculty

Extent

1 online resource

Date Created

2019

Genre

articles

Resource Type

text

Abstract

Educators have sought to understand and address the disproportional representation of students from certain student subgroups in gifted education. Most gifted identification decisions are made with national comparisons where students must score above a certain percentage of test takers. However, this approach is not always consistent with the overall goal of gifted education. Scholars have long argued for the use of local normative criteria to increase the diversity of students identified for gifted services, and although some districts across the country have applied such recommendations, little research has been carried out. In this study, we use a large data set to assess the extent to which identifying gifted students with either school-level norms or a combination of national and school-level norms would improve gifted education representation rates for students who are from African American and Latina families. A preprint of this registered report and this project's preregistration documentation are available at https://osf.io/z2egy/.

Subjects--Topics

Education--Research
Gifted children--Education
Racism in schools

Is Part Of

Aera open

Language

English

Published Version (Please cite this version)

doi:10.1177/2332858419848446

Permalink

http://hdl.handle.net/20.500.13093/work:694

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