Associate Professor University of Texas Medical Branch at Galveston, Texas
Many districts use multiple measures for gifted identification, in part due to the belief it is more inclusive in identifying culturally, linguistically, and economically diverse (CLED) students. However, no studies have examined how an identification matrix functions with these students. We explored an in-use identification matrix and found differences in matrix functioning between groups. Implications and suggestions are addressed.
Learning Objectives:
Describe why we use multiple measures and their benefits and drawbacks.
Understand how current practices may not result in equitable identification outcomes.
Evaluate best practices for the use of identification matrices in their districts.
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