In 19 (sub)samples from seven countries (United States, Austria, Germany, Costa Rica, Ecuador, Vietnam, Brazil), we analyzed the impact of parental education compared with wealth on the cognitive ability of children (aged 4-22 years, total N = 15,297). The background of their families ranged from poor indigenous remote villagers to academic…

Effective talent-identification procedures minimize the proportion of students whose subsequent performance indicates that they were mistakenly included in or excluded from the program. Classification errors occur when students who were predicted to excel subsequently do not excel or when students who were not predicted to excel do. Using a…

In spite of the use of nominations, rating scales, checklists, standard measuring instruments, culture-specific models, quota system models, and identification and instructional models, the number of Black students identified as gifted remains very small. New practices for identifying this subgroup must emphasize the diversity within the Black…

This study investigated the self-perceptions of 95 low-ability and 100 high-ability adolescents in a rural community of Jamaica, using a specifically designed survey that incorporated Jamaican culture. The survey examined the following categories: athletic competence, behavioral conduct, social acceptance, scholastic competence, physical…

The American Indian Gifted and Talented Assessment Model has as its goal the appropriate, fair, and thorough assessment of gifted and talented Indian students. The model stresses the need to augment standardized instruments with measures that consider individual ability and needs. (CB)

Use of the System of Multicultural Pluralistic Assessment (SOMPA) with minority disadvantaged children in an urban school district resulted in increased numbers of African-American students (grades two through five) being eligible for gifted programing. Comparison with African-American students selected by traditional means found similar levels of…