Can Modified One- and Two-Stage Identification Systems Improve the Diversity of Gifted and Talented Populations?

• In Event: Assessment in Gifted Education

Abstract

This paper examines one-stage universal consideration and two-stage universal screening identification systems. Both systems can vary widely in terms of 1) what measures are included (ability, achievement, and/or teacher rating scales), 2) which kinds of norms are used (school or district), 3) what cut scores are applied to the various data points, 4) how multiple measures are combined to make decisions, and 5) how the above factors are incorporated into a one- or two-stage system. Using data from seven districts, we modeled hypothetical identification systems to examine how variation in measures, type of norm, cut score, combination rules and one- or two-stage systems influence the size, diversity, and academic profiles of students identified for gifted services.

Authors

• Daniel A. Long, University of Connecticut
  Presenting Author

• Scott Joseph Peters, NWEA
  Presenting Author

• Anthony J. Gambino, University of Connecticut
  Non-Presenting Author

• D. Betsy Mccoach, University of Connecticut
  Presenting Author

• Pam Peters, Michigan State University
  Non-Presenting Author

• Del Siegle, University of Connecticut
  Non-Presenting Author