Consequences of Implementing Alternative Strategies for Identifying Gifted Students

• In Event: Current and Promising Practices in the Identification of Gifted Students

Abstract

Educators in gifted education struggle to identify effective strategies for identifying gifted students from under-served populations who would benefit from gifted education services. Using data from a longitudinal study and drawing from an initial student sample in 12 low-income rural districts, we examined an alternative identification process for gifted services. Data analysis validated the process in yielding a new pool of students and confirmed that rural gifts may manifest in ways “missed” by traditional identification processes. Results also demonstrate that while students varied on pretests (alternatively identified students s cored lower), there were no differences in the post-tests among the two groups, invalidating claims that alternative assessment leads to the inclusion of students less capable of high levels of achievement.

Authors

• Carolyn M. Callahan, University of Virginia

• Amy Price Azano, Virginia Tech

• Sunhee Park, University of Virginia

• Annalissa V. Brodersen, University of Virginia

• Melanie Caughey, Cleveland State University

• Erika Bass, University of Northern Iowa