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Who's Got Talent for Identifying Talent? Predictors of Equitable Gifted Identification for Black and Hispanic Students

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Title: Who's Got Talent for Identifying Talent? Predictors of Equitable Gifted Identification for Black and Hispanic Students
Language: English
Authors: Scott J. Peters (ORCID 0000-0003-2459-3384), Angela Johnson, Matthew C. Makel (ORCID 0000-0002-3837-0088), James S. Carter III
Source: Gifted Child Quarterly. 2024 68(3):238-246.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: N
Page Count: 9
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Equal Education, Gifted Education, Talent Identification, African American Students, Hispanic American Students, Institutional Characteristics, Educational Policy, Academic Achievement, Socioeconomic Status, Access to Education, Predictor Variables, Elementary Secondary Education
DOI: 10.1177/00169862241240483
ISSN: 0016-9862
1934-9041
Abstract: Students who are Black or Hispanic have long been disproportionately represented in K-12 gifted and talented services. However, there are schools that have diverged from this trend by identifying atypically high numbers of Black and Hispanic students. In this conceptual replication of Peters and Johnson, we present predictors of whether a school offers gifted services (i.e., access) and representation indices for Black and Hispanic students (i.e., equity) within schools that enroll 10 or more Black or Hispanic students. Our results show that state policy mandates for gifted education are predictive of higher levels of access to and equity within gifted services for these schools. The average achievement and socioeconomic status of the district were positive predictors of access and equity while the district proportion eligible for special education services was a negative predictor of both. Finally, we end with a description of how the top 5% most-equitable schools in the country look different from their peers.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1427413
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Scott+J%2E+Peters%22">Scott J. Peters</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2459-3384">0000-0003-2459-3384</externalLink>)<br /><searchLink fieldCode="AR" term="%22Angela+Johnson%22">Angela Johnson</searchLink><br /><searchLink fieldCode="AR" term="%22Matthew+C%2E+Makel%22">Matthew C. Makel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3837-0088">0000-0002-3837-0088</externalLink>)<br /><searchLink fieldCode="AR" term="%22James+S%2E+Carter+III%22">James S. Carter III</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Gifted+Child+Quarterly%22"><i>Gifted Child Quarterly</i></searchLink>. 2024 68(3):238-246.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.1177/00169862241240483
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  Data: 0016-9862<br />1934-9041
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  Data: Students who are Black or Hispanic have long been disproportionately represented in K-12 gifted and talented services. However, there are schools that have diverged from this trend by identifying atypically high numbers of Black and Hispanic students. In this conceptual replication of Peters and Johnson, we present predictors of whether a school offers gifted services (i.e., access) and representation indices for Black and Hispanic students (i.e., equity) within schools that enroll 10 or more Black or Hispanic students. Our results show that state policy mandates for gifted education are predictive of higher levels of access to and equity within gifted services for these schools. The average achievement and socioeconomic status of the district were positive predictors of access and equity while the district proportion eligible for special education services was a negative predictor of both. Finally, we end with a description of how the top 5% most-equitable schools in the country look different from their peers.
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        Value: 10.1177/00169862241240483
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 238
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      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Gifted Education
        Type: general
      – SubjectFull: Talent Identification
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      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Hispanic American Students
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Access to Education
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Elementary Secondary Education
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    Titles:
      – TitleFull: Who's Got Talent for Identifying Talent? Predictors of Equitable Gifted Identification for Black and Hispanic Students
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            NameFull: Matthew C. Makel
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