21722579 - JSGE Vol XVII No 2 Winter 2006 pp 103–111...

Info icon This preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
103 The Journal of Secondary Gifted Education JSGE D espite the vital role of the referral as the “gate- keeper” process through which students become eligible for official evaluation for entry into gifted programs, it remains poorly understood. An examination of the gifted education literature reveals a paucity of research in this area. This is especially troubling and indeed surpris- ing given the field’s well-documented struggle to identify and serve students from minority or low socioeconomic status (SES) families (e.g., Ford, 1998; Frasier, Garcia, & Passow, 1995). A relatively large amount of work has examined possible methods of fairly assessing students who are traditionally underrepresented in programs for the gifted, including assessment schemes based on dynamic assessment (Kirschenbaum, 2004), nonverbal ability tests (Naglieri & Ford, 2003), Gardner’s (1983) theory of mul- tiple intelligences (Sarouphim, 1999), compensatory poli- cies such as lowering IQ cutoff requirements for students from underrepresented groups (Hunsaker, 1994), and per- formance-based assessments (VanTassel-Baska, Johnson, & Avery, 2002). These procedures may hold great promise for identifying and serving students from these groups. However, most school districts require that a student be referred or nominated before being formally assessed for gifted program placement. Students that do not receive a referral will be unable to enter the program no matter which formal assessment procedure is used. The referral process is an obvious potential source of unfairness in the entrance process. It is essential that reliable information be made available so that current practices can be evaluated and perhaps modified. For the remainder of this article, the terms referral and nomination will be used interchangeably to describe the process of designating a student as potentially gifted. Once a student has received a nomination or referral, he or she is legally required to undergo official testing for gifted pro- gram placement, assuming that the student’s parents con- sent. The testing process will be referred to as evaluation or screening throughout the remainder of the paper. A Descriptive Analysis of Referral Sources for Gifted Identification Screening by Race and Socioeconomic Status Matthew T. McBee The University of Georgia A dataset containing demographic information, gifted nomination status, and gifted identification status for all elementary school students in the state of Georgia ( N = 705,074) was examined. The results indicated that automatic and teacher refer- rals were much more valuable than other referral sources. Asian and White students were much more likely to be nominated than Black or Hispanic students. Students receiving free or reduced-price lunches were much less likely to be nominated than students paying for their own lunches. The results suggest that inequalities in nomination, rather than assessment, may be the primary source of the underrepresentation of minority and low-SES students in gifted programs.
Image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern