Minority Performance on the Naglieri Nonverbal Ability Test, Second Edition, versus the Cognitive Abilities Test, Form 6: One Gifted Program's Experience

Autor/inn/en	Giessman, Jacob A.; Gambrell, James L.; Stebbins, Molly S.
Titel	Minority Performance on the Naglieri Nonverbal Ability Test, Second Edition, versus the Cognitive Abilities Test, Form 6: One Gifted Program's Experience
Quelle	In: Gifted Child Quarterly, 57 (2013) 2, S.101-109 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986213477190
Schlagwörter	Gifted; Identification; Cognitive Ability; Intelligence; Screening Tests; Talent Development; Predictive Validity; Disproportionate Representation; Grade 2; Comparative Analysis; English Language Learners; Kindergarten; Grade 1; Correlation; Effect Size; Scores; Elementary School Students; Cognitive Abilities Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Identifikation; Identifizierung; Denkfähigkeit; Intelligenz; Klugheit; Screening-Verfahren; Begabtenförderung; Talentförderung; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Korrelation
Abstract	The Naglieri Nonverbal Ability Test, Second Edition (NNAT2), is used widely to screen students for possible inclusion in talent development programs. The NNAT2 claims to provide a more culturally neutral evaluation of general ability than tests such as Form 6 of the Cognitive Abilities Test (CogAT6), which has Verbal and Quantitative batteries in addition to a Nonverbal battery. This study compared the performance of 5,833 second graders who took the CogAT6 and 4,038 kindergartners, first graders, and second graders who took the NNAT2 between 2005 and 2011 as part of a grade-wide screening for a gifted program. Comparison between minorities and Whites on the CogAT6 and the NNAT2 found slightly larger gaps on the CogAT6 Composite for Hispanics and English-Language Learners (ELL) but the same gap for Black students. Considered alone, the Nonverbal battery of CogAT6 produced smaller gaps than the NNAT2 for Blacks, Hispanics, Asians, and ELL students. Fisher's exact tests showed no significant differences between the CogAT6 Composite and the NNAT2 in subgroup identification rates at hypothetical cuts for gifted identification (top 20%, 10%, or 5%), except for Asian and ELL students. The CogAT6 Nonverbal score appeared to identify as many or more high-ability students from underrepresented groups as the NNAT2. Wechsler Intelligence Scale for Children, Fourth Edition, follow-up on the top 5% showed greater predictive validity for the CogAT6 Composite. These results suggest that gifted programs should not assume that using a figural screening test such as the NNAT2, without other adjustments to selection protocol, will address minority underrepresentation. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10