Patterns of Identification and Performance Among Gifted Students Identified Through Performance Tasks: A Three-Year Analysis

Abstract

This study tracks the profile data of identification for gifted students in South Carolina, where a new performance-based dimension of identification has been employed, during a 3-year period. Targeted to identify more low-income and minority students, the identification protocol demonstrates efficacy in doing so. The study also tracks comparative data, showing the verbal and nonverbal profiles of students identified using this protocol in comparison to students more traditionally identified. Results suggest that students identified using performance tasks were more likely to be identified through the nonverbal assessment component of the tasks. Performance data are tracked across 2 years, showing that performance task-identified students, in general, perform at levels below traditionally identified students. In their area of strength, however, they tend to approach the mean for the traditionally identified gifted students on that portion of the high-stakes state test.