Document Type
Article
Publication Date
3-2025
Keywords
CogAT, ACT Aspire, achievement tests, gifted identification, education policy
Abstract
Previous research indicates that many academically accomplished students from disadvantaged backgrounds are not identified for gifted and talented (G/T) programs. This study examines a large sample of students (N = 10,508), many of whom took both the Cognitive Abilities Test (CogAT) and the ACT Aspire test. We examined test similarities and differences with an eye to widen the net for G/T identification in practice. This study demonstrates that the ACT Aspire and CogAT have a significant correlation in our sample of r = .59. However, the correlation varies across cohorts noticeably from r = .72 to r = .49. This variation in correlations and inconsistency in the predictive nature of diversity of both tests across cohorts suggest greater caution in the interchangeable use of ACT Aspire and CogAT as indicators. Instead, this suggests the use of more than one test as part of the package for identification.
Series Title
EDRE Working Paper
Series Number
2025-03
Citation
Helal, A., Wai, J., Parra-Martinez, A., McKenzie, S., & Seaton, D. (2025). Widening the Net: How CogAT and ACT Aspire Compare in Gifted Identification. Education Reform Faculty and Graduate Students Publications. Retrieved from https://scholarworks.uark.edu/edrepub/175
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Other Educational Administration and Supervision Commons
