A study involving 12 elementary age Hispanic children identified as gifted and placed in a creative arts program investigated the issue of identifying gifted minority group children. Ss were administered the System of Multicultural Pluralistic Assessment (SOMPA) and the Cartoon Conservation Scales (CCS). Comparisons were made between teacher…

The study evaluated the System of Multicultural Pluralistic Assessment (SOMPA), an approach to nondiscriminatory assessment, with special emphasis on its impact on educational decisionmaking and on educational planning for exceptional children. Initial chapters focus on the SOMPA's theoretical framework contrasted to traditional assessment…

The study examined performance of limited-English proficient Hispanic students on a battery of psychometric instruments designed to appropriately assess linguistic minority students. Subjects consisted of three groups: 44 nonhandicapped, 45 learning-disabled, and 39 mildly mentally retarded elementary-level students. Instruments included the…

Issues surrounding the concept of nonbiased assessment, particularly with economically disadvantaged minority students, are analyzed. The legal requirements are focused on thorough discussion of litigation and legislation. The second section explores research on the use of the Wechsler Intelligence Scale for Children-Revised (WISC-R). Research…

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…