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Challenges and Considerations for Creating Equitable Identification Systems
Fri, April 12, 7:45 to 9:15am, Philadelphia Marriott Downtown, Floor: Level 3, Room 303Session Type: Symposium
Abstract
The equitable identification of students for gifted services is a challenging endeavor that requires educators to consider multiple and interrelated factors. Local norms and universal consideration have been shown to promote parity among traditionally underrepresented groups but may not fully solve the problem. The purpose for identification, student and district demographics, system decisions for how assessments are combined and how teacher rating scales and other more subjective measures are included impact who is identified. This symposium, highlighting studies from two different teams of Javits funded grants, focuses on equitable identification and challenges to achieving equity through traditional means. Implications for practice and policy are provided.
Sub Unit
Chair
Papers
Identification Criteria Decisions Impact Cognitive Ability Profiles and Demographic Representation - Lindsay Ellis Lee, Advanced Learning Research & Consulting, LLC; D. Betsy Mccoach, University of Connecticut; Tamra Stambaugh, Whitworth University; Matthew C. Makel, University of Calgary; Scott Joseph Peters, NWEA; Matthew McBee, Service Management Group; Kiana R. Johnson, University of Minnesota
Can Local Norms Work Without Data From All Students? - Daniel A. Long, NWEA; D. Betsy Mccoach, University of Connecticut; Scott Joseph Peters, NWEA; Anthony J. Gambino, University of Connecticut; Del Siegle, University of Connecticut
Four Complications for Implementing Local Norms - Matthew McBee, Service Management Group; Lindsay Ellis Lee, Advanced Learning Research & Consulting, LLC; D. Betsy Mccoach, University of Connecticut
How Do Teacher Rating Scales Reflect the Teacher Doing the Rating? - D. Betsy Mccoach, University of Connecticut; Anthony J. Gambino, University of Connecticut; Scott Joseph Peters, NWEA; Daniel A. Long, NWEA; Del Siegle, University of Connecticut