Group-Specific Norms and Teacher-Rating Scales: Implications for Underrepresentation

Autor/inn/en	Peters, Scott J.; Gentry, Marcia
Titel	Group-Specific Norms and Teacher-Rating Scales: Implications for Underrepresentation
Quelle	In: Journal of Advanced Academics, 23 (2012) 2, S.125-144 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X12438717
Schlagwörter	Gifted; Talent; Programs; Group Membership; Disproportionate Representation; Minority Group Students; Ethnic Groups; Low Income Groups; Achievement Tests; Rating Scales; Student Evaluation; Norms; Ability Identification; Academic Aptitude; At Risk Students; Dropouts; Teacher Role; Information Sources; Cutting Scores; Access to Education; Equal Education; Urban Schools; Illinois + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Begabung; Hochbegabung; Program; Programme; Programmes; Programm; Gruppenzugehörigkeit; Ethnie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rating-Skala; Schulnote; Studentische Bewertung; Normwert; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Lehrerrolle; Information source; Informationsquelle; Education; Access; Bildung; Zugang; Bildungszugang; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	For more than 30 years, underrepresentation of certain racial, cultural, and income groups in gifted and talented programs has been documented as a serious problem. Not only does this issue make gifted programs appear as if they are designed solely for upper class, dominant-culture individuals, but it also means that talented students from diverse backgrounds are not having their needs met. This study sought to determine the utility of applying group-specific norms to achievement tests in identifying more proportional numbers of gifted and talented students from low-income families. In addition, this study applied the use of a teacher-rating scale to locate even more underserved students with high potential. Results indicated that both practices helped identify more underserved students than did using traditional general norm-group comparisons. Implications for identification policy and practice are shared. (Contains 1 note, 3 figures, and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10