Document Type

Brief

Publication Date

11-4-2020

Abstract

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.

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Volume 18, Issue 1

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