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 |
| 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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