Equitable Identification of Gifted Students in the Era of BLM: WS202

Students of color have been underrepresented in gifted education for decades. Although this problem is multifaceted, the role intelligence tests play is critical. According to a 2019 national survey, the most widely used ability tests for identification of gifted students are the CogAt and WISC, which have been found to yield large race and ethnic differences. Some have suggested the tests’ content, language demands, and extent of required knowledge create a problem of equity. This intermediate workshop examines these tests from both bias and equity perspectives, explores ways to make the tests more equitable, and discusses methods for evaluating those who may be twice exceptional.

Webinars are converted to video on-demand programs with closed captioning after the live air date.

• Explain how many students of color have been denied access to gifted programs in the United States.
• Describe the limitations of traditional intelligence tests and the way these tests are used for selecting students for gifted programs.
• Separate the issue of test bias and equitable assessment.

Jack A. Naglieri, PhD