NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Differences in Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery versus the Naglieri Nonverbal Ability Test (NNAT) 2 to Identify the Gifted/Talented
Direct linkDirect link
Carman, Carol A.; Walther, Christine A. P.; Bartsch, Robert A. – Gifted Child Quarterly, 2020
The two most commonly used nonverbal tests for gifted identification, the Naglieri Nonverbal Ability Test (NNAT) and the Cognitive Abilities Test (CogAT) nonverbal battery, have not been compared in their newer versions to explore the effects of their use on the identification of underserved populations. Additionally, the effects of the use of…
Descriptors: Academically Gifted, Talent Identification, Cognitive Ability, Nonverbal Ability
Factors Associated with Gifted Identification for Ethnically Diverse Children in Poverty
Direct linkDirect link
Ricciardi, Courtney; Haag-Wolf, Allison; Winsler, Adam – Gifted Child Quarterly, 2020
We analyzed data from a large-scale (N = 39,213), longitudinal study of urban students to assess child factors (gender, ethnicity, English language learner status, school readiness skills, type of pre-K attended, early elementary school academic performance) prospectively associated with eventual gifted identification in elementary school.…
Descriptors: Talent Identification, Academically Gifted, Student Placement, Ethnic Diversity
Closing Poverty-Based Excellence Gaps: Conceptual, Measurement, and Educational Issues
Direct linkDirect link
Plucker, Jonathan A.; Peters, Scott J. – Gifted Child Quarterly, 2018
The number of economically vulnerable students in the United States is large and growing. In this article, we examine income-based excellence gaps and describe recent controversies in the definition and measurement of poverty, with an eye toward their application to gifted education and meeting the needs of talented, economically vulnerable…
Descriptors: Academically Gifted, Family Income, Poverty, Socioeconomic Influences
Recognizing Academic Potential in Students of Color: Findings of U-STARS~PLUS
Peer reviewed Peer reviewed
Direct linkDirect link
Harradine, Christine C.; Coleman, Mary Ruth B.; Winn, Donna-Marie C. – Gifted Child Quarterly, 2014
Students of color are often underrepresented in academic programs for gifted and talented students. This study explored the impact of The Teacher's Observation of Potential in Students (TOPS) tool on teachers' ability to systematically observe and document the academic strengths of 5-to 9-year-old students across nine domains. Teachers indicated…
Descriptors: Academically Gifted, Disproportionate Representation, Correlation, Student Behavior
Examining the Probability of Identification for Gifted Programs for Students in Georgia Elementary Schools: A Multilevel Path Analysis Study
Peer reviewed Peer reviewed
Direct linkDirect link
McBee, Matthew – Gifted Child Quarterly, 2010
This study focused on the analysis of a large-scale data set (N = 326,352) collected by the Georgia Department of Education using multilevel path analysis to model the probability that a student would be identified for participation in a gifted program. The model examined individual- and school-level factors that influence the probability that an…
Descriptors: Academically Gifted, Academic Achievement, Path Analysis, Probability
An Examination of the Selection Practices Used in the Talent Search Program.
Peer reviewed Peer reviewed
Ebmeier, Howard; Schmulbach, Sandra – Gifted Child Quarterly, 1989
Using data from the Illinois Talent Search Program, this study examines relationships between scores on several common standardized achievement tests and subsequent performance on the Scholastic Aptitude Test. The dual criteria testing process is also analyzed for possible race and gender effects. Guidelines are offered for setting appropriate…
Descriptors: Achievement Tests, Aptitude Tests, Gifted, Predictor Variables