Gifted Students

May combine two claims.

Psychosocial factors are important in helping gifted students develop their potential gifts, though some factors are probably more useful than others.

“Psychosocial variables also play an important role in supporting gifted students in developing their potential gifts, although some of these variables are likely to be more useful than others (Dixson et al. 2016(Dixson et al. , 2017)).”

• cites Dixson et al. 2016 sourceSupported
• cites Dixson et al. 2017 sourceNot checked — no full text of the source

May combine two claims.

Students newly identified through universal screening had lower achievement on standardized tests but were successful in the gifted program, achieving greater gains in reading and math than students referred under the old system.

“Although the newly identified students had lower achievement, as evidenced by their scores on standardized achievement tests, they were successful in the gifted program, achieving greater gains on reading and math than students referred under the old system.”

• cites Card & Giuliano 2015 sourcePartly supported

  The Conclusions report that newly identified students had lower standardized achievement scores. Section V examines reading and math gains and finds slightly higher gains at schools with more newly identified students, but calls the evidence only suggestive that these students benefited more than those identified under the old referral system. The claim overstates that tentative, school-level comparison as a definite finding of greater gains for the newly identified students. (LLM, conf=0.88)

  Experimental — accuracy not yet measured

May combine two claims.

Universal screening in a Florida district increased the percentage of students identified as gifted from 3.3% to 5.5%, with the number of low-income and minority students increasing by 180%.

“Card & Giuliano reported that the percentage of students identified as gifted within the district rose from 3.3% to 5.5%, with the number of low-income and minority students increasing by 180%.”

• cites Card & Giuliano 2015 sourcePartly supported

  The section on net impacts reports that the district’s gifted rate among third graders rose after screening, but gives a 1.7-percentage-point increase, not the claimed rise from 3.3% to 5.5% (2.2 points). A passage labeled VI. Conclusions reports a 180% increase for disadvantaged gifted third graders; it reports separate increases of about 80% for Black students and 130% for Hispanic students, not 180% for low-income and minority students collectively. Page numbers were not available in our copy. (LLM, conf=0.90)

  Experimental — accuracy not yet measured

May combine two claims.

There is ample evidence that the opportunity gap affects all low-income students, contributing to lower achievement among low-income, high-potential students.

“There is ample evidence that the opportunity gap affects all low-income students, contributing to lower achievement on the part of low-income, high-potential students (Hoxby & Avery 2013, Wai & Worrell 2016, Wyner et al. 2007).”

• cites Hoxby & Avery 2013 sourcePartly supported

  The “High-Achieving Students” section reports that low-income students are less likely than high-income students to be high achievers at the end of high school. It does not establish that an opportunity gap affects all low-income students or causes lower achievement among those with high potential; the Introduction explicitly describes the paper’s evidence as descriptive, not causal. Page numbers are unavailable in our copy. (LLM, conf=0.87)

  Experimental — accuracy not yet measured
• cites Wai & Worrell 2016Not matched

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

• cites Wyner et al. 2007Not matched

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

May combine two claims.

Research provides strong support for accelerated programming for gifted students, but support for acceleration is not universal.

“Although research strongly supports accelerated programming for gifted students (Assouline et al. 2015, Steenbergen-Hu et al. 2016), even support for acceleration is not universal.”

• cites Assouline et al. 2015Not matched

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

• cites Steenbergen-Hu et al. 2016 sourceNot checked — no full text of the source

May combine two claims.

Gifted students show adjustment that is at least equal to, and vulnerability that is no greater than, that of peers not identified as gifted.

“Research suggests that gifted students are at least as well adjusted as and no more vulnerable than their nonidentified peers (Erwin 2015).”

• cites Erwin 2015Not matched

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

Probably not a substantial claim: may not pass S3 (load-bearing).

In some European and Asian countries, Ziegler's actiotope model has been widely implemented.

“in some European and Asian countries, Ziegler's (2005;Phillipson et al. 2013) actiotope model has been widely implemented.”

• cites Ziegler 2005 sourceNot checked — no full text of the source
• cites Phillipson et al. 2013 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Several contemporary conceptualizations of giftedness go beyond general cognitive ability to other theories of intelligence and domain-specific abilities.

“However, several contemporary conceptualizations extend giftedness beyond g to other theories of intelligence and domain-specific abilities.”

Probably not a substantial claim: may not pass S3 (load-bearing).

For many years, Renzulli's enrichment triad has been the most widely used model in US schools.

“For many years, the most widely used model in US schools has been Renzulli's (1977Renzulli's ( , 2016;;Renzulli & Reis 1997) enrichment triad.”

• cites Renzulli 1977 sourceNot checked — no full text of the source
• cites Renzulli 2016Not matched

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

• cites Renzulli & Reis 1997Not matched

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

Probably not a substantial claim: may not pass S3 (load-bearing).

For gifted adults in some domains, links between achieved eminence and psychopathology have been reported.

“for gifted adults in at least some domains, associations between achieved eminence and psychopathology (Simonton & Song 2009) have been reported.”

• cites Simonton & Song 2009 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

Talent development models emphasize that childhood giftedness is potential that must be developed to produce a gifted adult.

“First, although they acknowledge the importance of ability, either explicitly or implicitly, they emphasize the fact that giftedness in childhood is based on potential that must be developed to produce a gifted adult.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Talent development and integrative models do not argue that deliberate practice without potential is sufficient to explain outstanding performance.

“although they do not argue that deliberate practice without potential is sufficient to explain outstanding performance.”

May combine two claims.

Subotnik & Jarvin's SP/A model highlights how musical potential is transformed into musical talent, and exploratory investigations have supported this model in mathematics using domain-relevant variables.

“Subotnik & Jarvin's (2005) SP/A model, which was developed to explain musical talent, highlights how musical potential is transformed into musical talent, and exploratory investigations have provided support for this model in the domain of mathematics using domain relevant variables.”

• cites Subotnik & Jarvin 2005 sourceNot checked — no full text of the source

May combine two claims.

These integrative models are developmental into adulthood and focus beyond academic domains.

“These models are developmental into adulthood and include a focus beyond the academic domains.”

May combine two claims.

Talent search participants frequently engage in accelerated classes, which are well supported in the empirical literature.

“perhaps due to the fact that talent search participants frequently engage in accelerated classes, which are also well supported in the empirical literature”

• cites Steenbergen-Hu et al. 2016 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The megamodel holds that mental and social skills are essential for transforming abilities into competencies, competencies into expertise, and expertise into eminence.

“(e) mental and social skills are essential in transforming abilities into competencies, competencies into expertise, and expertise into eminence;”

• cites Subotnik et al. 2011 sourceNot checked — no full text of the source
• cites Subotnik et al. 2018Not matched

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

Probably not a substantial claim: may not pass S3 (load-bearing).

The megamodel holds that opportunities must be offered at the developmentally appropriate time.

“(c) opportunities must be offered at the developmentally appropriate time;”

• cites Subotnik et al. 2011 sourceNot checked — no full text of the source
• cites Subotnik et al. 2018Not matched

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

May combine two claims.

Almost all talent development and integrated models begin with potential and note the need for opportunities and resources to allow talent to develop.

“almost all of which begin with potential and note the need for opportunities and resources to allow talent to develop.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The role of psychosocial variables and the idea of developmental trajectories are explicit in talent development and integrative models.

“The role of psychosocial variables and the idea of developmental trajectories are also explicit in the talent development and integrative models.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The idea that a gifted child does not necessarily become a gifted adult is more explicit in talent development and integrated models.

“This idea that the gifted child does not necessarily become a gifted adult is more explicit in the talent development and integrated models”

Probably not a substantial claim: may not pass S3 (load-bearing).

The final three models reviewed are integrative because they combine other models from the literature.

“The final three models reviewed are integrative models, in that they are based on combinations of other models in the literature.”

Classified as probably not a substantial claim.

Many scholars agree that giftedness is manifested as expert performance.

“many scholars agree that giftedness is manifested as expert performance (e.g., Ericsson et al. 2005).”

• cites Ericsson et al. 2005 sourceNot checked — no full text of the source

May combine two claims.

The majority of variance in expert performance is not accounted for by deliberate practice, so deliberate practice cannot be the sole determinant of expertise.

“the majority of variance is not accounted for by deliberate practice, indicating that it cannot be the sole determinant of expertise.”

• cites Hambrick et al. 2014 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable).

The MGIM is an appropriate framework for thinking about gifted students.

“Thus, it is an appropriate framework to include in thinking about gifted students.”

Classified as probably not a substantial claim.

According to the advanced academics model, grouping children for advanced instruction should be based on past subject performance rather than on ability tests or gifted identification.

“According to this model, grouping children for advanced instruction should be based on past performance in the subject rather than on tests of ability or gifted identification”

• cites Peters et al. 2014Not matched

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

May combine two claims.

Differential prediction of mathematical versus verbal versus spatial ability supports integrated models and contradicts the notion that any single factor predicts giftedness or expert performance.

“the differential prediction of mathematical versus verbal versus spatial ability (e.g., Kell et al. 2013, Lubinski 2010) also supports the integrated models and contradicts the notion that any single factor predicts giftedness or expert performance.”

• cites Kell et al. 2013 sourceNot checked — no full text of the source
• cites Lubinski 2010 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The schoolwide enrichment model is viewed favorably by teachers and administrators, increases positive attitudes toward providing gifted education, and some studies indicate that students receiving instruction based on the model outperform comparison-group peers.

“This model is viewed favorably by teachers and administrators: It increases positive attitudes toward providing gifted education, and some studies indicate that students receiving instruction on the basis of the model outperform comparisongroup peers (Renzulli & Reis 1994).”

• cites Renzulli & Reis 1994 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

High ability, whether general or domain-specific, is an explicit prerequisite for giftedness in ability-focused models.

“high ability, whether general or more specific (e.g., mathematical, creative, bodily-kinesthetic), is an explicit prerequisite for giftedness in the ability-focused models”

Probably not a substantial claim: may not pass S3 (load-bearing).

The megamodel synthesizes psychological science on giftedness, talent, creativity, high performance, expertise, and eminence, along with major models of giftedness in the literature.

“The megamodel, developed by Subotnik et al. (2011Subotnik et al. ( , 2018)), synthesizes the psychological science on giftedness, talent, creativity, high performance, expertise, and eminence, as well as the major models of giftedness in the extant literature.”

• cites Subotnik et al. 2011 sourceNot checked — no full text of the source
• cites Subotnik et al. 2018Not matched

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

Classified as probably not a substantial claim. May combine two claims.

The megamodel defines giftedness as early potential that becomes domain expertise through effort and opportunity, and sometimes becomes eminence reflected in enduring contributions.

“the megamodel defines giftedness as potential in the early years, which transitions into expertise in a domain through effort and opportunity, and sometimes into eminence, in fully developed talents, reflected in enduring contributions in a domain.”

• cites Subotnik et al. 2011 sourceNot checked — no full text of the source
• cites Subotnik et al. 2018Not matched

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

Probably not a substantial claim: may not pass S3 (load-bearing).

The megamodel holds that individuals must take opportunities to enhance talent.

“(d ) opportunities must be taken by individuals to enhance talent;”

• cites Subotnik et al. 2011 sourceNot checked — no full text of the source
• cites Subotnik et al. 2018Not matched

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

Probably not a substantial claim: may not pass S4 (based).

Many models of giftedness are not easily translatable into criteria for identification.

“many models of giftedness are not easily translatable into criteria for identification.”

May combine two claims.

More than 70% of a sample of experienced fourth-grade teachers believed gifted students would be self-motivated and independent learners, suggesting they would miss children with potential who did not show such well-developed skills.

“More than 70% of the sample believed that gifted students would be selfmotivated and independent learners, suggesting that they would miss children with potential who did not manifest such well-developed skill sets.”

• cites Speirs Neumeister et al. 2007 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Most states require a teacher or parent referral as an initial step in identification protocols, followed by further assessment at multiple points across grades K-12.

“Most states require a teacher or parent referral as an initial step in their identification protocols, followed by further assessment for gifted services at multiple points across grades K-12.”

May combine two claims.

NNAT scores have larger standard errors of measurement than other nonverbal tests and overestimate the number of both high-scoring and low-scoring children, with English language learners in the primary grades scoring especially poorly.

“NNAT scores not only have larger standard errors of measurement than other nonverbal tests, but also”

• cites Lohman et al. 2008 sourceNot checked — no full text of the source

May combine two claims.

Spatial and mathematical reasoning abilities predict adult creative achievements in STEM fields, and verbal ability predicts comparable accomplishments in the social sciences and humanities.

“More specifically, spatial and mathematical reasoning abilities herald adult creative achievements in science, technology, engineering, and mathematics (STEM) fields (e.g., patents, publications in prestigious journals), and verbal ability predicts comparable accomplishments in the social sciences and humanities (e.g., books, awards, publications).”

Probably not a substantial claim: may not pass S3 (load-bearing).

The underrepresentation of low-income and diverse students in gifted programs is often attributed to biased teachers and identification practices.

“often attributed to biased teachers and identification practices (Ford 1998).”

• cites Ford 1998 sourceNot checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

The NNAT normative sample was not representative of the US population and was particularly unrepresentative of ethnic and racial subgroups.

“Lohman (2005b) argued that the NNAT normative sample was not representative of the US population and particularly unrepresentative of ethnic and racial subgroups.”

• cites Lohman 2005bNot matched

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

May combine two claims.

Historically, the field of gifted education has relied on IQ as the hallmark of giftedness and has been widely criticized for doing so.

“Historically, the field of gifted education has relied on measures of general cognitive ability-IQ-as the hallmark of giftedness, and the field has been widely criticized for doing so”

May combine two claims.

In state definitions, 34 states recognize high IQ, 24 recognize general academic achievement, 21 list performing or visual arts talent, 21 list creative giftedness, and 20 include giftedness in a specific academic area.

“In their definitions, 34 states recognize students with high IQ, 24 recognize general academic achievement, 21 list talent in the performing or visual arts, 21 list the creatively gifted, and 20 include students gifted in a specific academic area such as mathematics or science.”

• cites Natl.Assoc.Gifted Child.& Counc.State Dir.Programs Gifted 2015Not matched

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

Probably not a substantial claim: may not pass S3 (load-bearing).

The most frequently required criteria for gifted identification include IQ scores, achievement data, teacher nominations, performance on state assessments, and student portfolios.

“The most frequently required criteria for identification include IQ scores, achievement data, teacher nominations, performance on state assessments, and student portfolios.”

May combine two claims.

Project Excite students, when they entered high school, were outperforming their minority peers and their performance was almost comparable to White students.

“When these students entered high school, they were outperforming their minority peers and their performance was almost”

• cites Olszewski-Kubilius & Steenbergen-Hu 2017 sourceNot checked — no full text of the source

May combine two claims.

IQ has been shown to be a substantive predictor of both school achievement and job performance.

“although IQ has been shown to be a substantive predictor of both school achievement and job performance (Neisser et al. 1996, Nisbett et al. 2012).”

• cites Neisser et al. 1996 sourceNot checked — no full text of the source
• cites Nisbett et al. 2012 sourceNot checked — no full text of the source

May combine two claims.

Other than research on identification via talent search and long-term outcomes, there are few large-scale studies of gifted models and no comparisons of the efficacy of models.

“To date, however, other than the research on the role of identification via talent search on long-term outcomes, there are few large-scale studies of any gifted models in the literature and no comparisons of the efficacy of models.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The achievement gap among students in the highest proficiency levels has been labeled the excellence gap, reflecting the small percentages of African Americans, Native Americans, and Latinx students.

“In gifted education circles, the achievement gap among students in the highest proficiency levels has been labeled the excellence gap by researchers (e.g., Plucker & Peters 2016), reflecting the small percentages of African Americans, Native Americans, and Latinx students.”

• cites Plucker & Peters 2016Not checked — no full text of the source

May combine two claims.

On average, some Asian American groups are in the top tier of performance, European Americans and multiethnic individuals make up the second tier, and African Americans, Native Americans, and Latinx groups fall in the lowest tier.

“Some Asian American groups are in the top tier of performance, on average, with European Americans and multiethnic individuals making up the second tier; African Americans, Native Americans, and Latinx groups fall in the lowest tier of performance, on average.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Traditional cognitive instruments have been dismissed as biased or unfair, and nonverbal ability tests have been proposed as a valid alternative in some circumstances.

“Traditional cognitive instruments have been dismissed as biased or unfair (Ford & Helms 2012), and nonverbal ability tests have been put forward as a valid alternative in some circumstances.”

• cites Ford & Helms 2012 sourceNot checked — no full text of the source

May combine two claims.

School districts using alternative identification plans doubled the probability that low-income students would be identified for gifted services, although these students still remained underrepresented overall.

“McBee et al. (2012b) showed via propensity analysis that school districts using the alternative plans doubled the probability that low-income students would be identified for gifted services, although these students still remained underrepresented overall.”

• cites McBee et al. 2012bNot matched

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

May combine two claims.

Only nine states specifically mention identifying low-income students, eight mention English learners, eight mention culturally or ethnically diverse students, six mention twice-exceptional students, and three mention geographically isolated or rural students.

“Only nine states specifically mention identifying low-income students, eight mention English learners, eight mention culturally or ethnically diverse students, six mention students who are twice exceptional, and three mention students who are geographically isolated or live in rural areas.”

• cites Natl.Assoc.Gifted Child.& Counc.State Dir.Programs Gifted 2015Not matched

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

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Similar percentages (4.4-5.6%) of African American, European American, and Latinx students in the NNAT normative sample scored at or above the 95th percentile, indicating the traditional ability gap was not present for this nonverbal instrument.

“Naglieri & Ford (2003) reported that similar percentages (4.4-5.6%) of African American, European American, and Latinx students in the NNAT normative sample obtained scores at or above the 95th percentile, indicating that the traditional ability gap was not present for this nonverbal instrument.”

• cites Naglieri & Ford 2003 sourceNot checked — no full text of the source

May combine two claims.

Nonverbal measures may be excellent for identifying students in some STEM domains, but they need to be used with other measures and will not solve the issue of underrepresentation.

“Although nonverbal measures may be excellent in identifying students in some STEM domains, like other assessments, they need to be used with other measures and will not solve the issue of underrepresentation (Worrell 2018).”

• cites Worrell 2018 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based).

There is no consensus definition of giftedness either within the field or in federal legislation.

“there is no consensus definition either within the field or in federal legislation”

May combine two claims.

Measures of mathematical, verbal, and spatial reasoning, when assessed via tests such as the SAT or ACT, predict successful performance in accelerated courses and programs and also predict adult achievement in related domains.

“For example, measures of mathematical, verbal, and spatial reasoning, when assessed via tests such as the SAT or ACT, predict successful performance in accelerated courses and programs (Olszewski-Kubilius 2015) and also predict adult achievement in related domains of practice (Lubinski 2016, Makel et al. 2016).”

• cites Olszewski-Kubilius 2015Not matched

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

• cites Lubinski 2016 sourceNot checked — no full text of the source
• cites Makel et al. 2016 sourceNot checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

The percentage of students in the school population may not be the appropriate comparison group for assessing underrepresentation; a viable comparison group consists of students performing at advanced levels in reading and mathematics based on national statistics.

“Worrell & Dixson (2018) suggested that the percentage of students in the school population may not be the appropriate comparison group to use.They argued that a viable comparison group consists of students who are performing at the advanced levels in reading and mathematics based on national statistics.”

• cites Worrell & Dixson 2018 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

Most definitions in the field reflect a nuanced view of potential (nature) being transformed by appropriate talent development opportunities (nurture).

“most of the definitions in the field reflect neither extreme; rather, they point toward the more nuanced view of potential (nature) being transformed by appropriate talent development opportunities (nurture).”

May combine two claims.

African American, American Indian/Alaska Native, Asian American, European American, and Latinx students constitute 16%, 1%, 5%, 50%, and 25% of school-aged population, respectively, but 10%, 1%, 10%, 62%, and 16% of gifted students, respectively.

“African American, American Indian and Alaska Native, Asian American, European American, and Latinx students constitute 16%, 1%, 5%, 50%, and 25% of the school-aged population, respectively (McFarland et al. 2017), but constitute 10%, 1%, 10%, 62%, and 16% of gifted students, respectively (Off.Civil Rights 2012).”

• cites McFarland et al. 2017Not matched

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

• cites Off. Civil Rights 2012Not matched

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

May combine two claims.

Asian American and European American students are overrepresented, and African American and Latinx students are underrepresented in the gifted student group, based on population statistics.

“As these numbers indicate, Asian American and European American students are overrepresented, and African American and Latinx students are underrepresented in the gifted student group, based on population statistics.”

May combine two claims.

Gifted sixth graders reported significantly less relational and verbal victimization, with small effect sizes, and similar levels of physical victimization, and fewer gifted students reported being victimized across all categories.

“Gifted students reported significantly less relational and verbal victimization, albeit with small effect sizes and a similar level of physical victimization, and fewer gifted students reported being victimized across all victimization categories.”

• cites Erwin 2015Not matched

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

May combine two claims.

Warne et al. (2013) showed that much of the disparity in identification and participation of minority and low-income students in gifted programs in Utah was due to these students' lower achievement test scores, which may imply a lack of prior opportunity to learn.

“Warne et al. (2013), in a study of diversity within gifted programs in Utah, showed that much of the disparity in identification and participation of minority and low-income students in gifted programs was due to these students' lower achievement test scores, which may imply the lack of prior opportunity to learn.”

• cites Warne et al. 2013 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Between 2004 and 2012, the number of children in US public schools increased from approximately 47.8 million to 49.8 million.

“Between 2004 and 2012, the number of children in public schools in the United States increased from approximately 47.8 million to 49.8 million (Snyder et al. 2016).”

• cites Snyder et al. 2016Not matched

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

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Disproportionality is domain specific.

“Second, disproportionality is domain specific.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Subotnik et al. (2011) argued that potential is transformed into achievement and then expertise, and that some experts become eminent due to the transformative and enduring nature of their contributions.

“Subotnik et al. (2011) attempted to integrate multiple definitions in the field, arguing that potential is transformed into achievement and then expertise, and that some experts go on to become eminent due to the transformative and enduring nature of their contributions.”

• cites Subotnik et al. 2011 sourceNot checked — no full text of the source

May combine two claims.

Disparities in gifted students in STEM schools were associated with disparities in parental education: nearly 57% of specialized science school graduates had a parent in a STEM-related career, and only 20% had parents who had not completed education beyond high school.

“Almarode et al. (2014) also found that the disparities in gifted students in STEM schools were associated with disparities in parental education: Nearly 57% of specialized science school graduates had a parent in a STEM-related career, and only 20% had parents who had not completed an education beyond high school.”

• cites Almarode et al. 2014 sourceNot checked — no full text of the source

May combine two claims.

Studies on developing expertise have challenged the role of disciplined practice or nurture as the primary discriminator between good and outstanding performance, with data suggesting exceptional ability enhances effectiveness of practice and contributes to greater self-management of talent development and faster growth with practice and study.

“Studies from literature on developing expertise (e.g., Hambrick et al. 2018) have challenged the role of disciplined practice or nurture as the primary discriminator between good and outstanding performance, with data suggesting that exceptional ability enhances the effectiveness of practice and contributes to greater self-management of talent development, as well as faster growth with practice”

• cites Hambrick et al. 2018Not matched

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

May combine two claims.

Gifted students, with tragic exceptions, are no more vulnerable than their nongifted peers and are likely to become happier and healthier adults.

“In sum, gifted students, with tragic exceptions, are no more vulnerable than their nongifted peers and are likely to become happier and healthier adults.”

May combine two claims.

Gifted students reported higher positive outcomes and did not have higher levels of psychopathology than their peers.

“gifted students not only reported higher positive outcomes, but also did not have higher levels of psychopathology than their peers (Suldo et al. 2018).”

• cites Suldo et al. 2018 sourceNot checked — no full text of the source

May combine two claims.

In 2004, 6.7% (3.2 million) of public school students were classified as gifted; in 2012, 6.4% (3.19 million) were.

“Of this number, 6.7% (3.2 million) were classified gifted in 2004, and 6.4% (3.19 million) were classified as gifted in 2012 (Snyder et al. 2016(Snyder et al. , 2018)).”

• cites Snyder et al. 2016Not matched

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

• cites Snyder et al. 2018Not matched

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

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

If opportunity to learn is the primary driver of underrepresentation, then gifted identification practices are valid and should not be blamed.

“However, if opportunity to learn is the primary driver of underrepresentation, then gifted identification practices are valid and should not be blamed.”

May combine two claims.

SMPY participants chosen by very high mathematical or verbal ability reported high scores on flourishing, positive feelings, life satisfaction, career direction, and romantic satisfaction.

“Lubinski et al. (2014) reported similar findings for the SMPY samples who were chosen by way of very high mathematical or verbal ability: Participants reported high scores on flourishing, positive feelings, life satisfaction, career direction, and romantic satisfaction.”

• cites Lubinski et al. 2014 sourceNot checked — no full text of the source

May combine two claims.

Using fourth-grade reading advanced levels as benchmark, African American and Latinx students are overrepresented, and Asian American students are underrepresented.

“Using reading level in fourth grade as the benchmark, where 2% of African American, 4% of American Indian and Alaska Native, 15% of Asian American, 11% of European American, and 3% of Latinx students are scoring at the advanced levels (Aud et al. 2010), African American and Latinx students are overrepresented, and Asian American students are underrepresented.”

• cites Aud et al. 2010Not matched

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

May combine two claims.

A 2-year follow-up found that students identified with performance tasks had general performance levels below traditionally identified students, but their performance was near the mean of traditional students in their areas of strength.

“A 2-year follow-up study on the students revealed that those identified with the performance tasks had general performance levels below that of traditionally identified students, but their performance was near the mean of traditional students in their areas of strength (VanTassel-Baska et al. 2007).”

• cites VanTassel-Baska et al. 2007 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Disproportionality in a particular domain may be driven in part by individuals who aspire to outstanding achievement in that domain, which may be related to visibility of high achievers who are role models for specific groups.

“Third, and perhaps most importantly, disproportionality in a particular domain may be driven in part by the individuals who aspire to outstanding achievement in that domain, which may in turn be related to the visibility of high achievers who are role models for specific groups.”

May combine two claims.

Individuals from groups underrepresented in gifted and talented programs are overrepresented in three major sports leagues: African Americans make up over 70% of NBA players and over 65% of NFL players, and over 25% of MLB players are Latinx.

“individuals from groups that are underrepresented in gifted and talented programs are overrepresented in three of the major sports leagues: African Americans make up over 70% of the players in the National Basketball Association (Lapchick & Guiao 2015) and over 65% of the players in the National Football League (Gertz 2017), and over 25% of the players in Major League Baseball are Latinx (Lapchick”

• cites Lapchick & Guiao 2015Not matched

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

• cites Gertz 2017Not matched

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

• cites Lapchick & Salas 2015Not matched

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

Probably not a substantial claim: may not pass S3 (load-bearing).

There is an expectation that the demographic profile of gifted students should mirror the demographic profile of the school or district.

“there is an expectation that the demographic profile of gifted students should mirror the demographic profile of the school or school district ( Johnsen 2011).”

• cites Johnsen 2011Not matched

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

May combine two claims.

Gagné's focus on the top 10% and Terman's use of an IQ of 140 are arbitrary cutoffs that limit the number of identified students without distinguishing truly gifted from nongifted.

“Gagné's (2005) focus on the top 10% and Terman's (1922) use of an IQ of 140 are arbitrary cutoffs that limit the number of identified students without distinguishing the truly gifted from the nongifted.”

• cites Gagné 2005 sourceNot checked — no full text of the source
• cites Terman 1922 sourceNot checked — no full text of the source

Classified as probably not a substantial claim. May combine two claims.

Identification is complicated because many protocols are based on finding gifted students, although giftedness is fundamentally a classification decision rather than a discovery process.

“identification is a complicated issue in part because many of the protocols are based on finding gifted students, although giftedness is fundamentally a classification decision rather than a discovery process.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Suicidal ideation in gifted students is equivalent to that of their nongifted peers.

“Cross & Cross (2018) concluded tentatively that suicidal ideation in gifted students is equivalent to that of their nongifted peers.”

• cites Cross & Cross 2018 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Talent development supports gifted youth in fulfilling their potential by evolving into creative producers or performers in adulthood.

“Talent development supports gifted youth in fulfilling their potential by evolving into creative producers or performers in adulthood.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

No cost-benefit analyses have been conducted on investing in high-ability, low-income children's education.

“No cost-benefit analyses have been conducted on investing in high-ability, low-income children's education.”

Classified as probably not a substantial claim. May combine two claims.

Subotnik et al. (2011) defined eminence as the outcome of fully developed talent, demonstrated by some creative product, performance, or idea that changes a field or domain, and suggested it be the ultimate goal of the talent development process.

“Subotnik et al. (2011) defined eminence as the outcome of fully developed talent, demonstrated by some creative product, performance, or idea that changes a field or domain, and suggested that it be the ultimate goal of the talent development process.”

• cites Subotnik et al. 2011 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Without greater federal resources for quality talent development, there will be fewer creative producers and performers in adulthood, a loss to the individual and society.

“It is clear that, without this commitment, there will be fewer creative producers and performers in adulthood, a loss both to the individual and to society.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

A program of psychosocial strength training can be a useful parallel curriculum for advanced work in the academic world, but there is currently no systematic, benchmarked curriculum of this nature for use with academically talented youth.

“A program of psychosocial strength training, which is an integral part of elite preparation for athletes or performers, can be a useful parallel curriculum for advanced work in the academic world, but there is currently no systematic, benchmarked curriculum of this nature for use with academically talented youth.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The National Defense Education Act of 1958 funded identification and programming for STEM and select foreign language talent development.

“One noteworthy example is the National Defense Education Act of 1958, when Congress funded identification and programming for STEM and select foreign language talent development.”