The Identification Gap: When Just as Good Isn't Enough

• In Event: Poster Session 7
  In Poster Session: Current Issues in Gifted Education and Creativity Research

Abstract

Historically, gifted education has failed to identify and serve students within particular populations. High ability students from underserved populations often perform at lower levels on most academic outcomes compared to their more advantaged peers, creating excellence gaps. In this study, we use extant data to document another gap that further disadvantages traditionally underserved students: an identification gap. We finds that minority, low SES, and EL students who achieve at equally high levels to other students are not equally likely to be identified as gifted. Our findings may help to explain why the proportion of underserved high achieving students decreases as they progress through school. Perhaps these achieving students are not being provided with appropriate opportunities to develop their abilities.

Authors

• D. Betsy Mccoach, University of Connecticut

• Del Siegle, University of Connecticut

• Carolyn M. Callahan, University of Virginia

• E. Jean Gubbins