Eligibility of Historically Underrepresented Students Referred for Gifted Education in a Rural School District: A Case Study

Autor/inn/en	Pendarvis, Edwina; Wood, Ellen Wallace
Titel	Eligibility of Historically Underrepresented Students Referred for Gifted Education in a Rural School District: A Case Study
Quelle	In: Journal for the Education of the Gifted, 32 (2009) 4, S.495-514 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
Schlagwörter	Rural Schools; Academically Gifted; School Districts; Counties; Disproportionate Representation; Case Studies; Talent Identification; Board of Education Policy; Student Characteristics; Workshops; Inservice Teacher Education; Referral; Alternative Assessment; Intelligence Tests; African American Students; Poverty; Disadvantaged Youth; Grade 1; Whites; Gender Differences; West Virginia; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Case study; Fallstudie; Case Study; Begabtenanalyse; Talentsuche; Lernwerkstatt; Schulung; Lehrerfortbildung; Intelligence test; Intelligenztest; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Armut; Benachteiligter Jugendlicher; School year 01; 1. Schuljahr; Schuljahr 01; White; Weißer; Geschlechterkonflikt
Abstract	This case study describes a rural school district's efforts to identify historically underrepresented gifted students (HUGS) more effectively than in the past. The district developed new policy; disseminated the policy with lists of characteristics of HUGS; provided a workshop for first-grade teachers to encourage early referrals; and provided alternative tests to students who were referred for evaluation and who scored at least one standard deviation above the mean on an individually administered comprehensive intelligence test, but who did not score high enough to qualify for placement according to state regulations. Of the historically underrepresented children referred for testing, 29% qualified for placement in the gifted program. The county's efforts appeared to increase placement of HUGS; however, the new policy excluded some HUGS who would have been identified under the old policy. Consequently, the county made a decision to combine elements of the new and old policies. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10