Gifted Identification, Representation, and Retention Rates of Underrepresented Populations in the State of Washington Between 2002 and 2012

• In Event: Underrepresented Groups in Gifted Education

Abstract

Underrepresentation of Black, Latinx, and Native American children in gifted programming is an ongoing focus of research in the field of gifted education. This study examines the state of Washington’s gifted education practices and how school district policies surrounding a gifted program affect the proportional rates of underrepresented groups identified for gifted services over time in that district. A general linear mixed effects model was used to model longitudinal data obtained on district identification rates for the highly capable program in the state of Washington. Results provide evidence that identification in early elementary years increase proportional representation by 10% annually as a class advances through grade levels.

Authors

• Jaret Hodges, Duke University

• Marcia L. Gentry, Purdue University