Universal screening increases the representation of low-income and minority students in gifted education

Plan B compliers are 21 percentage points more likely to be Hispanic than Plan B always takers.

“The Plan B compliers are broadly similar to the Plan B always takers, but are 21 ppt.more likely to be Hispanic, and 27 ppt.less likely to have parents who speak English.”

Newly identified gifted students were more likely to come from schools in poor neighborhoods with few gifted students.

“Newly identified gifted students were more likely to come from schools in poor neighborhoods with few gifted students, leading to a substantial equalization in gifted participation rates across schools.”

For the Plan B group, compliers have about the same mean IQ scores as always takers.

“Looking at the last two rows of Table 3 for the Plan B group, the compliers have lower achievement scores than the always takers, but about the same mean IQ scores.”

Apart from the group with IQ < 125, many of the newly identified Plan A gifted students had IQ scores well above the minimum 130-point threshold.

“However, apart from this group, many of the newly identified Plan A gifted students had IQ scores well above the minimum 130-point threshold.”

The characteristics of the Plan B compliers are quite similar to those of the overall complier group.

“The characteristics of the Plan B compliers are quite similar to those of the overall complier group, reflecting the fact that 80% of all compliers are Plan B eligible.”

With the introduction of universal screening, the overall fraction of third graders with an IQ test rose by eight percentage points.

“With the introduction of universal screening, the overall fraction of third graders with an IQ test rose by eight percentage points (ppt.), with a much larger gain for Plan B eligibleslarge enough to close the testing gap between the two groups.”

Virtually all those with IQ < 125 were classified as Plan B at the time of IQ testing but are Plan A by the end of third grade (mainly because they transition out of ELL status).

“Virtually all those with IQ < 125 were classified as Plan B at the time of IQ testing but are Plan A by the end of third grade (mainly because they transition out of ELL status).”

On average, the newly identified students had IQ scores similar to those of the always takers in the same eligibility group.

“On average, the newly identified students also had IQ scores that were similar to those of the always takers in the same eligibility group, although they had lower standardized achievement scores.”

The overall impact for third graders translates into a 45% increase in the odds of being identified as gifted.

“overall impact for third graders translates into a 45% increase in the odds of being identified as gifted.”

In the District in the early 2000s, the gifted student population mainly comprised White children from higher-income neighborhoods.

“the District's gifted student population in the early 2000s mainly comprised White children from higher-income neighborhoods.”

Before universal screening, the District's gifted program had an unequal distribution of gifted students across schools.

“A key feature of the District's gifted program before universal screening was the unequal distribution of gifted students across schools.”

The screening program increased the odds of being identified as gifted by 118% for Hispanic students.

“The impacts for Blacks and Hispanics are also very large: The odds rose by 74% for Blacks and by 118% for Hispanics (the difference between these two estimates is not significant; P = 0.44.)”

The screening program increased the odds of being identified as gifted by 74% for Black students.

“The impacts for Blacks and Hispanics are also very large: The odds rose by 74% for Blacks and by 118% for Hispanics (the difference between these two estimates is not significant; P = 0.44.)”

Compared with always takers, compliers are disproportionately Hispanic (46% vs. 16%).

“Compared with the always takers, the compliers are disproportionately Black (23% vs. 12%) and Hispanic (46% vs. 16%), and they are substantially less likely to be White (8% vs. 61%) or to have English-speaking parents (29% vs. 74%).”

For the Plan B group, compliers have lower achievement scores than always takers.

“Looking at the last two rows of Table 3 for the Plan B group, the compliers have lower achievement scores than the always takers, but about the same mean IQ scores.”

On average, the compliers were likely to come from schools with relatively low fractions of gifted students in the pre cohort.

“This line is mostly below the 45° line, implying that, on average, the compliers were likely to come from schools with relatively low fractions of gifted students in the pre cohort.”

The difference between the impact estimates for Black and Hispanic students is not statistically significant (P = 0.44).

“The impacts for Blacks and Hispanics are also very large: The odds rose by 74% for Blacks and by 118% for Hispanics (the difference between these two estimates is not significant; P = 0.44.)”

The screening program led to a more equal distribution of gifted students across schools.

“This line is much closer to the 45° line, implying a more equal distribution of gifted students across schools.”

The screening program increased the odds of being identified as gifted for third graders overall by 45%.

“overall impact for third graders translates into a 45% increase in the odds of being identified as gifted.”

20% of the compliers have IQs of 130 or higher, vs. 25% of the always takers.

“Moreover, a full 20% of the compliers have IQs of 130 or higher (vs.25% of the always takers).”

Compliers have IQ scores about 0.5 SD units lower than always takers.

“Finally, the compliers have about 0.4 SD units lower third-grade test scores than the always takers, and IQ scores that are about 0.5 SD units lower.”

In the post cohorts, 6.4% of the Plan B group had IQs above the threshold, compared with 7.7% of Plan A eligibles.

“In the post cohorts, 6.4% of the Plan B group had IQs above the threshold, compared with 7.7% of Plan A eligibles.”

By 2011, the gifted share of third graders in the District had returned to the level of 2004-2005.

“By 2011, the gifted share of third graders had returned to the level of 2004-2005.”

The distribution of IQ scores for the newly identified gifted students was similar to the distribution for those identified under the old system, particularly among students who qualified under the Plan B eligibility standard.

“the distribution of IQ scores for the newly identified students was similar to the distribution for those identified under the old system, particularly among students who qualified under the Plan B eligibility standard.”

The gifted rate in a matched comparison group of schools from other Florida districts was quite stable.

“the gifted rate in a matched comparison group of schools from other Florida districts was quite stable.”

For Plan A students, the screening program increased the odds of being identified as gifted by 11%.

“For Plan B students, the estimate implies a 174% increase in the odds of being identified as gifted-much larger than the Plan A increase of 11%.”

Compliers attended schools with relatively high fractions of FRL participants and non-White students.

“They also attended schools with relatively high fractions of FRL participants and non-White students, and they are somewhat more likely to be female (56% vs. 45%).”

The screening program led to a substantial equalization in gifted participation rates across schools.

“Newly identified gifted students were more likely to come from schools in poor neighborhoods with few gifted students, leading to a substantial equalization in gifted participation rates across schools.”

Compliers have about 0.4 SD units lower third-grade test scores than always takers.

“Finally, the compliers have about 0.4 SD units lower third-grade test scores than the always takers, and IQ scores that are about 0.5 SD units lower.”

The screening program increased the odds of being identified as gifted by 12% for White students.

“By contrast, the impact for Whites is relatively small (12%) and differs significantly from the impact for Blacks and Hispanics combined (P < 0.01).”

Compared with always takers, compliers are disproportionately Black (23% vs. 12%).

“Compared with the always takers, the compliers are disproportionately Black (23% vs. 12%) and Hispanic (46% vs. 16%), and they are substantially less likely to be White (8% vs. 61%) or to have English-speaking parents (29% vs. 74%).”

Plan B compliers are 27 percentage points less likely to have parents who speak English than Plan B always takers.

“The Plan B compliers are broadly similar to the Plan B always takers, but are 21 ppt.more likely to be Hispanic, and 27 ppt.less likely to have parents who speak English.”

For Plan B students, the screening program increased the odds of being identified as gifted by 174%.

“For Plan B students, the estimate implies a 174% increase in the odds of being identified as gifted-much larger than the Plan A increase of 11%.”

The difference-in-differences estimate of the impact of the screening program on gifted placement rates between District and comparison group schools is 1.6 percentage points, with an SE of 0.3 percentage points.

“The simple difference of differences between District and comparison group schools is 1.6 ppt., with an SE of 0.3 ppt.”

The changes in gifted participation induced by the screening program were very different across economic and racial groups.

“The evidence in Table 2 suggests that the changes in gifted participation induced by the screening program were very different across economic and racial groups.”

About 30% of the compliers have IQ scores under 125 points, vs. 8% of the always takers.

“About 30% of the compliers have scores under 125 points, vs. 8% of the always takers.”

Newly identified students had lower standardized achievement scores than always takers.

“On average, the newly identified students also had IQ scores that were similar to those of the always takers in the same eligibility group, although they had lower standardized achievement scores.”

Compliers are substantially less likely to have English-speaking parents (29% vs. 74%).

“Compared with the always takers, the compliers are disproportionately Black (23% vs. 12%) and Hispanic (46% vs. 16%), and they are substantially less likely to be White (8% vs. 61%) or to have English-speaking parents (29% vs. 74%).”

Compliers are substantially less likely to be White (8% vs. 61%).

“Compared with the always takers, the compliers are disproportionately Black (23% vs. 12%) and Hispanic (46% vs. 16%), and they are substantially less likely to be White (8% vs. 61%) or to have English-speaking parents (29% vs. 74%).”

Only 28% of gifted third-grade students in the District were Black or Hispanic, compared with 60% of all third-grade students in the District.

“Only 28% of gifted students in third grade were Black or Hispanic, compared with 60% of all students in the District.”

The newly identified gifted students were concentrated at schools with high shares of poor and minority students and low numbers of gifted students before the program.

“They were also concentrated at schools with high shares of poor and minority students and low numbers of gifted students before the program.”

The impact for White students differs significantly from the impact for Black and Hispanic students combined (P < 0.01).

“By contrast, the impact for Whites is relatively small (12%) and differs significantly from the impact for Blacks and Hispanics combined (P < 0.01).”

The newly identified group included many students with IQs well above the minimum eligibility threshold.

“The newly identified group included many students with IQs well above the minimum eligibility threshold”

The Plan B compliers are broadly similar to the Plan B always takers.

“The Plan B compliers are broadly similar to the Plan B always takers, but are 21 ppt.more likely to be Hispanic, and 27 ppt.less likely to have parents who speak English.”

The simple difference estimate for all District third graders shows an increase of 2.2 percentage points in gifted rates.

“The simple difference estimate for all District third graders shows an increase of 2.2 ppt.”

About 80% of the compliers (newly identified gifted students) are Plan B eligible.

“This analysis shows that about 80% of the compliers are Plan B eligible.”

Parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency.

“Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency.”

A universal screening program can significantly broaden the diversity of students in gifted programs.

“Thus, the experiences of the District confirm that a universal screening program can significantly broaden the diversity of students in gifted programs.”

The traditional referral system also misses some high-ability nondisadvantaged students.

“We thus conclude that the traditional referral system also misses some high-ability nondisadvantaged students.”

There is evidence of underreferral of qualified students from disadvantaged backgrounds in the standard teacher/parent referral process.

“there is evidence of underreferral of qualified students from disadvantaged backgrounds-suggesting that teacher/ parent discretion in the referral process may be a further barrier (3)(4)(5)(6)(7).”

• cites (3)(4)(5)(6)(7)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

The experiences in the District following the introduction of universal screening for second graders strongly support the hypothesis that referral processes systematically miss many qualified minorities and economically disadvantaged students.

“The experiences in the District following the introduction of universal screening for second graders strongly support this hypothesis.”

Language may be an important barrier to the identification of qualified gifted children in a referral-based system.

“The latter gaps suggest that language may be an important barrier to the identification of qualified gifted children in a referral-based system.”

The change in the fraction gifted in the District from 2004-2005 to 2006-2007 is a clear outlier relative to other larger Florida districts.

“relative to this distribution, the change in the fraction gifted in the District is a clear outlier.”

The IQ thresholds and other requirements for gifted eligibility were unchanged during the introduction of the universal screening program.

“Importantly, the IQ thresholds and other requirements for gifted eligibility were unchanged.”

The underrepresentation of poor and minority students in gifted education is not due solely to the lower IQ scores of these students.

“At a minimum, however, our findings suggest that the underrepresentation of poor and minority students in gifted education is not due solely to the lower IQ scores of these students.”

• AssumptionRests on an assumption: The District's student population is representative of the student population in many large urban districts.

Even high-ability students from disadvantaged groups were being overlooked under the traditional referral system.

“implying that even high-ability students from disadvantaged groups were being overlooked under the traditional referral system.”

Underrepresented groups fare better under a screening process that places less weight on subjective assessments.

“Thus, although our findings show that underrepresented groups fare better under a screening process that places less weight on subjective assessments, they also suggest that training to improve the intercultural competence of teachers may be beneficial.”

• AssumptionRests on an assumption: The District's student population is representative of the student population in many large urban districts.

The return of gifted rates to their prescreening levels after the program was suspended in 2011 suggests that increased awareness cannot explain the rise in gifted rates after the program's introduction.

“the return of gifted rates to their prescreening levels after the program was suspended in 2011 (Fig. 1) suggests that increased awareness cannot explain the rise in gifted rates after the program's introduction.”

Many high-ability disadvantaged students are at risk for being overlooked in a traditional parent/teacher referral system.

“This suggests that many high-ability disadvantaged students are at risk for being overlooked in a traditional parent/teacher referral system.”

A substantial share of the gap in gifted representation appears to be caused by the failure of the traditional parent/teacher referral system to identify high-ability disadvantaged students.

“A substantial share of the gap appears to be caused by the failure of the traditional parent/teacher referral system to identify high-ability disadvantaged students.”

• AssumptionRests on an assumption: The District's student population is representative of the student population in many large urban districts.

There was no change in the minimum standards for gifted status during the study period.

“With no change in the minimum standards for gifted status, the screening program led to a 174% increase in the odds of being identified as gifted among all disadvantaged students, with a 118% increase for Hispanics and a 74% increase for Blacks.”

The traditional referral system tends to miss disadvantaged students with modest achievement levels, regardless of their cognitive abilities.

“This suggests that the traditional referral system tends to miss disadvantaged students with modest achievement levels, regardless of their cognitive abilities.”

Standard processes for gifted screening are based largely on the referrals of parents and teachers.

“the standard processes for gifted screening are based on teacher and parent referrals, and there is evidence of underreferral of qualified students from disadvantaged backgrounds-suggesting that teacher/ parent discretion in the referral process may be a further barrier (3)(4)(5)(6)(7).”

• cites (3)(4)(5)(6)(7)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

The introduction of universal screening led to large increases in the number of gifted students in third grade in the District.

“the introduction of universal screening led to large increases in the number of gifted students in third grade in the District.”

• Also stated in: § Abstract · hedged

  “As shown in Fig. 1, comparisons across cohorts of third graders suggest the introduction of universal screening led to large increases in the number of gifted students in third grade in the District.”

Language differences, in particular, are an important barrier to identifying gifted students.

“The large impacts for Hispanics, ELLs, and students with non-English speaking parents suggest that language differences, in particular, are an important barrier to identifying gifted students.”

Low-income and minority students are substantially underrepresented in gifted and talented education programs in the United States.

“Low-income and minority students are substantially underrepresented in gifted education programs.”

• cites [1]Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites [2]Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.