The Effect of Multiple Identification Criteria on Identification Rates of Underrepresented Populations in the State of Indiana

• In Event: Poster Session 18
  In Poster Session: Identification of and Teacher Beliefs About Gifted Students

Abstract

This study examines whether Indiana’s use of multiple criteria for identification for gifted services has affected the representation of students from traditionally underserved groups. Aggregated data by school corporation were acquired from the Indiana Department of Education. These data contained information about students identified as “high ability” including their race and how they were identified for gifted services from the academic school years 2006-2007 through 2015-2016. A generalized linear mixed effect model was used as a framework for analysis. Results provided evidence that multiple criteria increased rates of proportional identification in gifted programs by 10% to 20% in comparison to using only intelligence tests across school corporations in the state of Indiana.

Authors

• Jaret Hodges, Duke University

• Marcia L. Gentry, Purdue University