As depicted in table 1 above the number of female

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As depicted in Table 1 above, the number of female testers (56.9%, n =103) was greater than the number of male students who tested for the program (43.1%, n =78). All grade levels permitted to test for the program were represented, including one student from first grade who tested under special circumstances. A little more than one-third of the participants represented came from second grade (35.9%, n =65). The other grade levels were represented as follows and are
GIFTED AND TALENTED EDUCATION 18 depicted in Figure 3: First Grade 0.6%, n =1; Third Grade 27.6%, n =50; Fourth Grade 22.1%, n =40; Fifth Grade 13.8%, n =25). The greatest number of testers came from Burbank Elementary (26.5%, n =48) as illustrated in Figure 4. The number of participants in Spanish Immersion was 13.3% ( n =24), as shown in Table 4. Finally, descriptive Tables 5, 6, and 7 show that eighty-six of the one hundred eighty one students who tested were accepted to the program. Of these, forty-six were female (25.4% of the total number of testers) and forty were male (22.1% of the total number of testers). This further indicates that almost half of the students (47.5%) who tested for the ACT Program during the 2013-2014 school year were accepted. Figure 3. Percent of testers from each grade.
GIFTED AND TALENTED EDUCATION 19 Figure 4 . Number of testers per school building. In addition to collecting information on qualitative variables, data was also gathered from various quantitative variables. As mentioned earlier, the Cognitive Abilities Test measures students’ learned reasoning abilities in the three areas most linked to academic success in school: Verbal, Quantitative, and Nonverbal. Students’ performance on these three test batteries is represented in Table 8 in two forms the Universal Scale Score (USS) and percentile rank. The USS scores for the CogAT provide a continuous measure of cognitive development from Kindergarten through Grade 12. These scores are the means by which raw scores from different levels of the test are placed on a common scale. This makes it possible to compare performance on one level of a test battery with performance on any other level of that test battery. The USS scores were converted to percentile ranks for each of the test batteries. The percentiles from each portion of the test were then averaged to create another variable called CogAT Avg . This overall score is what is used for admittance purposes. Finally, data collected from the Renzulli 0 10 20 30 40 50 60 Birchwood Burbank JC Poplar Wood Red Cedar Scenic Knoll
GIFTED AND TALENTED EDUCATION 20 Scales for Rating the Behavioral Characteristics of Superior Students were locally normed resulting in percentile ranks in the areas of learning, creativity, leadership, and motivation. Table 8 Descriptive Statistics of Quantitative Variables N Range Minimum Maximum Mean Median Std. Deviation Verb USS 181 123 129 252 190.44 192.00 20.924 Verbal Percentile 181 98 1 99 69.56 76.00 23.419 Quant USS 181 127 139 266 190.05 189.00 21.555 Quantitative Percentile 181 87 12 99 65.85 69.00 21.700 Nonverbal USS 181 116 143 259 200.27 201.00 20.190 Nonverbal Percentile 181 92 7 99 69.29 75.00 23.882 CogAT Avg 181 93 4 97 68.16 71.00 19.000 Learning Percentile 181 94 5 99 74.76 83.00 21.163 Creativity Percentile 181 98 2 100 71.83 80.00 25.496 Leadership Percentile

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