Using CogAT Practice Materials to Increase Hispanic GT Student Representation

• In Event: Culturally Responsive Assessment and English Learner Inclusion

Abstract

The inequitable representation of Hispanic students in gifted education has been well documented. In Texas, the issue is the underidentification of Hispanic students in the schools that offer GT identification services. As part of a Jacob K. Javits grant, one urban Texas school district aimed to study if providing test practice for students in grades 3-5 prior to completing the Cognitive Abilities Test (CogAT) would provide a more equitable approach to GT testing and identification and increase the representation of Hispanic GT students. Using the representation index presented by Donna Ford, a 20% equity allowance formula was used to measure increases in the identification of Hispanic GT students after the use of CogAT practice.

Author

• Debi K. Torres, Baylor University