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Local Norms And Gifted And Talented Identification In Arkansas: Can It Help Improve Student Diversity?, Bich Tran, Sarah C. Mckenzie, Jon Wai
Local Norms And Gifted And Talented Identification In Arkansas: Can It Help Improve Student Diversity?, Bich Tran, Sarah C. Mckenzie, Jon Wai
Arkansas Education Reports
In the past decades, the gifted and talented (G/T) community has wrestled with an important question about improving equity: How can we best use research to increase student diversity in G/T education? There are many suggestions for answering this question but using local norms, where students are selected based on comparisons with others from a similar school context using traditional measures, has attracted much attention. In some districts, using local norms and universal screening has greatly improved student diversity, whereas, in other districts, the findings have been unclear. Thus it seems useful to study local contexts. In this study, we …
Local Norms And Gifted/Talented Identification In Arkansas, Sarah C. Mckenzie, Josh B. Mcgee, Bich Tran, Kathryn Barnes, Charlene A. Reid
Local Norms And Gifted/Talented Identification In Arkansas, Sarah C. Mckenzie, Josh B. Mcgee, Bich Tran, Kathryn Barnes, Charlene A. Reid
Policy Briefs
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.