Equal Standards May Not Equally Identify: Identification Matrix Functioning by Student Demographics

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Research on Giftedness, Creativity, and Talent SIG Roundtable: Diversity, Equity, and Identification (Table 26)

Abstract

Many districts use multiple measures for gifted identification, in part due to the belief it is more inclusive in identifying culturally, linguistically, and economically diverse (CLED) students. However, no studies have examined how an identification matrix, composed of multiple measures considered simultaneously, functions with these diverse students. Our in-use identification matrix was composed of multiple measures including ability, achievement (measured multiple ways), and teacher recommendations. A large, diverse public school district used the matrix as part of a universal identification process for gifted students in both a kindergarten (n=13,364) and 5th grade (n=8,916) sample. We found differences in matrix functioning between groups both by grade level and by multiple demographic variables. Implications and suggestions will be addressed.

Authors

• Christine A. P. Walther, University of Houston - Clear Lake

• Robert Bartsch, University of Houston - Clear Lake

• Carol A. Carman, University of Texas Medical Branch at Galveston