NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1220745
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISSN: EISSN-2332-8584
Effect of Local Norms on Racial and Ethnic Representation in Gifted Education
Peters, Scott J.; Rambo-Hernandez, Karen; Makel, Matthew C.; Matthews, Michael S.; Plucker, Jonathan A.
AERA Open, v5 n2 Apr-Jun 2019
Educators have sought to understand and address the disproportional representation of students from certain student subgroups in gifted education. Most gifted identification decisions are made with national comparisons where students must score above a certain percentage of test takers. However, this approach is not always consistent with the overall goal of gifted education. Scholars have long argued for the use of local normative criteria to increase the diversity of students identified for gifted services, and although some districts across the country have applied such recommendations, little research has been carried out. In this study, we use a large data set to assess the extent to which identifying gifted students with either school-level norms or a combination of national and school-level norms would improve gifted education representation rates for students who are from African American and Latinx families. A preprint of this registered report and this project's preregistration documentation are available at
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Colorado; Illinois; Kentucky; Minnesota; Michigan; Ohio; South Carolina; Washington; Wisconsin
Identifiers - Assessments and Surveys: Measures of Academic Progress