Promoting Diversity in the Referral Process: Teacher Ratings and Other Assessments Across Demographic Groups

• In Event: 56.070 - Means and Ends of Gifted and Talented Identification: New Developments

Abstract

A central challenge and critical goal in the field of gifted and talented education is to increase identification and services for students from traditionally underserved groups. We examined whether student scores on the measures used at baseline in a Javits-supported study differed by demographic group based on meal subsidy status, underrepresented minority status, and membership status in an underrepresented population (including ELL). Measures included teacher rating scales, intended to guide teachers in referring students from diverse backgrounds, as well as student performance on standardized measures of achievement and nonverbal ability. Using HLM, we analyzed data from 279 students. Students in the underrepresented groups routinely scored significantly lower on standardized measures but did not score lower on the teacher rating scales.

Authors

• Kelly L. Kearney, University of Connecticut

• Kathleen Cash, University of Louisville

• Jill L. Adelson, University of Louisville

• Anne Roberts, University of Connecticut - Storrs

• Catherine A. Little, University of Connecticut

• Rebecca O'Brien, University of Connecticut