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http://gcq.sagepub.com Gifted Child Quarterly DOI: 10.1177/0016986206296658 2007; 51; 39 Gifted Child Quarterly Steven I. Pfeiffer and Tania Jarosewich Gender, Race, and Diagnostic Efficiency The Gifted Rating Scales-School Form: An Analysis of the Standardization Sample Based on Age, http://gcq.sagepub.com/cgi/content/abstract/51/1/39 The online version of this article can be found at: Published by: http://www.sagepublications.com On behalf of: National Association for Gifted Children can be found at: Gifted Child Quarterly Additional services and information for http://gcq.sagepub.com/cgi/alerts Email Alerts: http://gcq.sagepub.com/subscriptions Subscriptions: http://www.sagepub.com/journalsReprints.nav Reprints: http://www.sagepub.com/journalsPermissions.nav Permissions: http://gcq.sagepub.com/cgi/content/refs/51/1/39 Citations by Katherine Prammer on April 21, 2009 http://gcq.sagepub.com Downloaded from
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39 M any argue that American society today does not place a high priority on educating its most tal- ented young citizens, even though they will be tomor- row’s leaders. The No Child Left Behind Act (2002) focuses attention and resources on how to reach our most poorly educated and those students who are lagging behind. However, there is considerably less interest in America’s brightest and most able (Borland, 1996; Gallagher, 2003; Pfeiffer, 2002). For example, Authors’Note: Please address correspondence to Steven I. Pfeiffer, Department of Educational Psychology & Learning Systems, Florida State University, 306 Stone Building, Tallahassee, FL 32306; e-mail: [email protected] Gifted Child Quarterly Volume 51 Number 1 Winter 2007 39-50 © 2007 National Association for Gifted Children 10.1177/0016986206296658 http://gcq.sagepub.com hosted at http://online.sagepub.com The Gifted Rating Scales-School Form An Analysis of the Standardization Sample Based on Age, Gender, Race, and Diagnostic Efficiency Steven I. Pfeiffer Florida State University Tania Jarosewich Censeo Group LLC Abstract: This study analyzes the standardization sample of a new teacher rating scale designed to assist in the iden- tification of gifted students. The Gifted Rating Scales–School Form (GRS-S) is based on a multidimensional model of giftedness. Results indicate no age or race/ethnicity differences on any of the scales and small but significant dif- ferences in favor of females on three of the six scales: Artistic Ability, Motivation, and Leadership Ability. Diagnostic efficiency statistics and receiver operating curve analysis support the validity of the Intellectual Ability scale in iden- tifying intellectually gifted students. The Intellectual Ability scale was successful in both correctly identifying students with high IQ scores (test sensitivity) and correctly identifying students without high IQ scores (test speci- ficity). The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the psychometric qualities of the GRS-S as a valid gifted screening tool.
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  • Spring '09
  • West
  • Intelligence quotient, Intellectual giftedness, Gifted Child Quarterly, standardization sample, Gifted Rating Scales­School Form

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