gifted and talented, minority students, sustainable development, community needs
Office for Education Policy
Volume 19 Issue 4
In this brief, we summarize recent research from OEP examining if using school- or district-level norms from state assessments would increase the racial and programmatic diversity of Arkansas students identified as Gifted and Talented (G/T). Using ten years of administrative data to analyze the outcomes of a local norms approach compared to the current G/T identification strategies, we find no consistent evidence that using a local norms approach for G/T identification would improve racial or programmatic diversity.
McKenzie, S. C., McGee, J. B., Tran, B., Barnes, K., & Reid, C. A. (2022). Local Norms and Gifted/Talented Identification in Arkansas. Policy Briefs. Retrieved from https://scholarworks.uark.edu/oepbrief/163