Examining the Probability of Identification for Gifted Programs for Students in Georgia Elementary Schools: A Multilevel Path Analysis Study

Autor/in	McBee, Matthew
Titel	Examining the Probability of Identification for Gifted Programs for Students in Georgia Elementary Schools: A Multilevel Path Analysis Study
Quelle	In: Gifted Child Quarterly, 54 (2010) 4, S.283-297 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986210377927
Schlagwörter	Academically Gifted; Academic Achievement; Path Analysis; Probability; Talent Identification; Racial Differences; Socioeconomic Influences; Disproportionate Representation; Institutional Characteristics; Student Characteristics; African American Students; White Students; Asian American Students; Hispanic American Students; Georgia + Suchen Sie Ihr Suchwort? Schulleistung; Pfadanalyse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Begabtenanalyse; Talentsuche; Rassenunterschied; Sozioökonomischer Faktor; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	This study focused on the analysis of a large-scale data set (N = 326,352) collected by the Georgia Department of Education using multilevel path analysis to model the probability that a student would be identified for participation in a gifted program. The model examined individual- and school-level factors that influence the probability that an individual would be identified. The probability of being identified as gifted depended strongly on student race and socioeconomic status and varied strongly across schools. Putting the Research to Use: This study provides a comprehensive examination of racial and socioeconomic disparities in gifted program participation in one state mandating gifted education and an identification scheme designed to increase participation among traditionally underrepresented groups of students. In spite of these policies, identification rates still varied widely across race and socioeconomic status. The study found that race still exerted strong effects on the probability of identification even after socioeconomic status was controlled. Furthermore, the study found that schools varied widely in the gifted identification rate even when some student characteristics were controlled. This study suggests that much work remains to be done in terms of ensuring that all students, regardless of background, have access to advanced educational programs. (Contains 6 tables and 3 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10