School Integration Limits the Ability of Local Norms to Diversify Gifted Programs: A Mathematical Analysis with Implications Related to the Achievement Gap

Autor/inn/en	Warne, Russell T.; Larsen, Ross A. A.
Titel	School Integration Limits the Ability of Local Norms to Diversify Gifted Programs: A Mathematical Analysis with Implications Related to the Achievement Gap
Quelle	In: Journal of Advanced Academics, 33 (2022) 2, S.275-309 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Warne, Russell T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X211069078
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Schulleistung; Rassenintegration; Identifikation; Identifizierung; School district; Schulbezirk; Rassentrennung; Korrelation; Messverfahren; Education; Access; Bildung; Zugang; Bildungszugang; Selection criterion; Auslesekriterium
Abstract	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/. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01