The Influence of Identification Practices, Race and SES on the Identification of Gifted Students
- 1 April 1986
- journal article
- research article
- Published by SAGE Publications in Gifted Child Quarterly
- Vol. 30 (2) , 93-95
- https://doi.org/10.1177/001698628603000210
Abstract
Identification procedures for gifted programs reinforce social inequalities while missing some of our most promising students. This study reports, a survey of 461 (82.5%) New Jersey school districts. The results show that there are significant relationships between G/T participation rates and 1) race,2) spending per pupil, 3) property value per pupil and 4) the socioeconomic status of school districts. The study also found excessive reliance on standardized tests. The author calls for a broadened, developmental definition of giftedness.Keywords
This publication has 5 references indexed in Scilit:
- Identifying the Gifted: A Theory-Practice GapGifted Child Quarterly, 1983
- Searching for Student Talent Resources Relevant to Our USDE Types of GiftednessGifted Child Quarterly, 1983
- Myth: Cosmetic use of multiple selection criteria!Gifted Child Quarterly, 1982
- Dear Mr. and Mrs. Copernicus: We regret to inform youGifted Child Quarterly, 1982
- National Survey of Identification Practices in Gifted and Talented EducationExceptional Children, 1981