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ERIC Number: EJ968884
Record Type: Journal
Publication Date: 2012-May
Pages: 20
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1932-202X
Group-Specific Norms and Teacher-Rating Scales: Implications for Underrepresentation
Peters, Scott J.; Gentry, Marcia
Journal of Advanced Academics, v23 n2 p125-144 May 2012
For more than 30 years, underrepresentation of certain racial, cultural, and income groups in gifted and talented programs has been documented as a serious problem. Not only does this issue make gifted programs appear as if they are designed solely for upper class, dominant-culture individuals, but it also means that talented students from diverse backgrounds are not having their needs met. This study sought to determine the utility of applying group-specific norms to achievement tests in identifying more proportional numbers of gifted and talented students from low-income families. In addition, this study applied the use of a teacher-rating scale to locate even more underserved students with high potential. Results indicated that both practices helped identify more underserved students than did using traditional general norm-group comparisons. Implications for identification policy and practice are shared. (Contains 1 note, 3 figures, and 5 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois