Identifying cognitively gifted minority students in preschool

Marcia Strong Scott, Christine Delgado

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Preschool children were administered a screening battery consisting of nine different cognitive tasks. The participants were tracked in the public school database. Based on the children's first-grade educational status, 2 groups were formed: one consisting of children who were in regular education and the other composed of children who were in the gifted/talented program. The children's preschool screening scores, summed over both the identification-tasks subset and the generating-tasks subset, enabled the identification of high-performing out-liers from the regular education sample who performed very well compared to the school-identified gifted sample. However, a majority of minority students among the high-performing outliers were only identified with the generating measure. The superior first-grade achievement performance of 5 of these 7 and the finding that 3 of the 7 had been placed in the gifted program in second grade, attested to the effectiveness of this measure for identifying cognitively gifted minority preschoolers.

Original languageEnglish
Pages (from-to)199-210
Number of pages12
JournalGifted Child Quarterly
Volume49
Issue number3
StatePublished - Jun 1 2005

Fingerprint

minority
Preschool Children
Students
preschool child
Education
Educational Status
student
status group
Databases
school
education
school grade
performance
Identification (Psychology)

ASJC Scopus subject areas

  • Education

Cite this

Identifying cognitively gifted minority students in preschool. / Scott, Marcia Strong; Delgado, Christine.

In: Gifted Child Quarterly, Vol. 49, No. 3, 01.06.2005, p. 199-210.

Research output: Contribution to journalArticle

@article{a049a819e4284bf2974f701a0a384450,
title = "Identifying cognitively gifted minority students in preschool",
abstract = "Preschool children were administered a screening battery consisting of nine different cognitive tasks. The participants were tracked in the public school database. Based on the children's first-grade educational status, 2 groups were formed: one consisting of children who were in regular education and the other composed of children who were in the gifted/talented program. The children's preschool screening scores, summed over both the identification-tasks subset and the generating-tasks subset, enabled the identification of high-performing out-liers from the regular education sample who performed very well compared to the school-identified gifted sample. However, a majority of minority students among the high-performing outliers were only identified with the generating measure. The superior first-grade achievement performance of 5 of these 7 and the finding that 3 of the 7 had been placed in the gifted program in second grade, attested to the effectiveness of this measure for identifying cognitively gifted minority preschoolers.",
author = "Scott, {Marcia Strong} and Christine Delgado",
year = "2005",
month = "6",
day = "1",
language = "English",
volume = "49",
pages = "199--210",
journal = "Gifted Child Quarterly",
issn = "0016-9862",
publisher = "SAGE Publications Inc.",
number = "3",

}

TY - JOUR

T1 - Identifying cognitively gifted minority students in preschool

AU - Scott, Marcia Strong

AU - Delgado, Christine

PY - 2005/6/1

Y1 - 2005/6/1

N2 - Preschool children were administered a screening battery consisting of nine different cognitive tasks. The participants were tracked in the public school database. Based on the children's first-grade educational status, 2 groups were formed: one consisting of children who were in regular education and the other composed of children who were in the gifted/talented program. The children's preschool screening scores, summed over both the identification-tasks subset and the generating-tasks subset, enabled the identification of high-performing out-liers from the regular education sample who performed very well compared to the school-identified gifted sample. However, a majority of minority students among the high-performing outliers were only identified with the generating measure. The superior first-grade achievement performance of 5 of these 7 and the finding that 3 of the 7 had been placed in the gifted program in second grade, attested to the effectiveness of this measure for identifying cognitively gifted minority preschoolers.

AB - Preschool children were administered a screening battery consisting of nine different cognitive tasks. The participants were tracked in the public school database. Based on the children's first-grade educational status, 2 groups were formed: one consisting of children who were in regular education and the other composed of children who were in the gifted/talented program. The children's preschool screening scores, summed over both the identification-tasks subset and the generating-tasks subset, enabled the identification of high-performing out-liers from the regular education sample who performed very well compared to the school-identified gifted sample. However, a majority of minority students among the high-performing outliers were only identified with the generating measure. The superior first-grade achievement performance of 5 of these 7 and the finding that 3 of the 7 had been placed in the gifted program in second grade, attested to the effectiveness of this measure for identifying cognitively gifted minority preschoolers.

UR - http://www.scopus.com/inward/record.url?scp=23444453070&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=23444453070&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:23444453070

VL - 49

SP - 199

EP - 210

JO - Gifted Child Quarterly

JF - Gifted Child Quarterly

SN - 0016-9862

IS - 3

ER -