This dissertation reports a study of racial/ethnic representation in gifted education and its relationship to the identification methods used in a large, school district in the southeastern Unites States. The data consisted of the results of five ability and/or achievement tests used to determine gifted eligibility for second graders in 2004-2005 and subsequent third graders in 2005-2006, totaling approximately 5, 000 students. Test scores generated from the Cognitive Abilities Test (CogAT), Iowa Test of Basic Skills (ITBS), Measures of Academic Progress (MAP), Palmetto Achievement Challenge Test (PACT), and/or Performance Tasks for Gifted Education (PTT) were studied. Race/ethnicity was defined based on a consolidated version of the ethnic codes found in the data file provided by the school district. For the purpose of this study, five distinct racial/ethnic classifications were used. They were white, black, Asian, Hispanic, and students classified as other races/ethnicities.They argue that the problem begins with assumptions about what nonverbal tests actually measure. Lohman (2005b) explains his ... NNAT, and Form 6 of the CogAT to 1, 198 children in kindergarten through sixth grade. Earlier findings from anbsp;...
|Title||:||An Analysis of Racial/ethnic Representation in Gifted Education in a Large School District in the Southeast: A Study Comparing Test Instrumentation Results as Part of a Multidimensional Identification Process|
|Publisher||:||ProQuest - 2007|