ERIC Number: EJ1341870
Record Type: Journal
Publication Date: 2022-May
Pages: 35
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1932-202X
EISSN: N/A
School Integration Limits the Ability of Local Norms to Diversify Gifted Programs: A Mathematical Analysis with Implications Related to the Achievement Gap
Warne, Russell T.; Larsen, Ross A. A.
Journal of Advanced Academics, v33 n2 p275-309 May 2022
Experts within gifted education have advocated for the use of local norms when selecting students for gifted programs, instead of national-level norms. Local norms compare students to their immediate peers to identify gifted students and are believed to produce a more diverse gifted program. However, district integration limits the ability of local norms to diversify gifted programs, a fact that has been almost completely overlooked in gifted education scholarship. Through a simplified example, we show that local building-level norms are best at diversifying gifted programs when schools are highly segregated. Conversely, when achievement gaps are present and a uniform admissions cutoff is applied, building-level norms in highly integrated schools produce highly segregated gifted programs. In short, the use of building-level local norms trades one form of segregation for another. Implications and recommendations for gifted education and beyond are explored. A preprint version of this article is available at https://psyarxiv.com/nemch/.
Descriptors: Student Diversity, Gifted Education, Achievement Gap, Academic Achievement, Racial Integration, Identification, Local Norms, School Districts, Racial Segregation, Correlation, Measurement, Elementary Secondary Education, Equal Education, Access to Education, Selection Criteria
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
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Grant or Contract Numbers: N/A