Nomination and identification of traditionally underrepresented students for gifted programs
McBee, Matthew T.
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A set of studies were performed using a large population dataset obtained from the Georgia Department of Education. The studies focused on uncovering the causes of the underrepresentation of Black and Hispanic students as well as students from low socioeconomic status backgrounds in gifted and talented education programs. The first study examined the performance of the referral sources used in Georgia and concluded that automatic and teacher referrals have the best performance. The study also uncovered evidence that the majority of underrepresentation takes place at the nomination stage of the gifted assessment process. The second study quantified the impact of various individual- and school-level variables on the probability that a student will be identified. It found evidence that race and socioeconomic status make large, independent contributions to the probability of identification. The final study used a sample dataset to introduce hierarchical linear modeling and multilevel structural equation modeling.