Older Children Have a Greater Chance to Be Accepted to Gifted Student Programmes

Autor/inn/en	Segev, Elad; Cahan, Sorel
Titel	Older Children Have a Greater Chance to Be Accepted to Gifted Student Programmes
Quelle	In: Assessment in Education: Principles, Policy & Practice, 21 (2014) 1, S.4-15 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2013.822847
Schlagwörter	Foreign Countries; Age Differences; Academically Gifted; Special Education; Selection; Aptitude Tests; Achievement Tests; Raw Scores; Bias; Correlation; Probability; Grade 3; Elementary School Students; Israel + Suchen Sie Ihr Suchwort? Ausland; Age; Difference; Age difference; Altersunterschied; Special needs education; Sonderpädagogik; Sonderschulwesen; Auslese; Aptitude test; Eignungsprüfung; Eignungstest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Selection to programmes for gifted students in Israel, performed in the second grade, relies on raw ability and achievement test scores, irrespective of age, thereby ignoring the well-known effect of within-grade age differences on test scores. Employing the entire cohort of third graders of legal age (67,366 students, 1.4% of whom were enrolled in a gifted programme) in 2011, this study examined the relationship between chronological age and the probability of acceptance to programmes for the gifted in Israel. The results reveal an almost perfect correlation between chronological age and the probability of being selected for a gifted programme (r[superscript 2] = 0.92): older students have approximately 3.5 times greater chance of acceptance than younger students. Reliance on raw ability and achievement test scores, unadjusted for age, in selection to gifted students programmes is thus shown to be biased in favour of older students and to unintentionally discriminate against younger students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10