College of Education and Human Services
Learning Sciences and Human Development
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 https://osf.io/z2egy/.
Digital Commons Citation
Peters, Scott J.; Rambo-Hernandez, Karen; Makel, Mathew C.; Matthews, Michael S.; and Plucker, Jonathan A., "Effect of Local Norms on Racial and Ethnic Representation in Gifted Education" (2019). Faculty & Staff Scholarship. 2079.
Peters, S. J., Rambo-Hernandez, K., Makel, M. C., Matthews, M. S., & Plucker, J. A. (2019). Effect of Local Norms on Racial and Ethnic Representation in Gifted Education. AERA Open, 5(2), 233285841984844. https://doi.org/10.1177/2332858419848446