Office for Education Policy
Volume 18 Issue 1
In this brief, we explore the rate of identification of students as Gifted and Talented (G/T). In particular we examine the rate of identification for the highest achieving 3rd graders who scored in the top 5% statewide on state assessments in both Reading and Mathematics from 2015 to 2018 and the likelihood that they are identified G/T by 4th grade. Across five cohorts of 3rd to 4th grade students, we find that 30% of the highest achieving students are not identified as G/T. We find statistically significant differences in the likelihood that high achieving students from economically disadvantaged backgrounds are provided G/T services. We also find that high achieving students in low poverty schools are less likely to be identified for G/T services.
McKenzie, S., McGee, J. B., Reid, C. A., & Tran, B. (2020). Using State Assessments to Increase Equity in G/T Identification. Policy Briefs. Retrieved from https://scholarworks.uark.edu/oepbrief/154