Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students

Authors

Rashea Hamilton, University of Connecticut
D. Betsy McCoach, University of Connecticut
M. Shane Tutwiler, University of Connecticut
Del Siegle, University of Connecticut
E. Jean Gubbins, University of Connecticut
Carolyn M. Callahan, University of Virginia
Annalissa V. Brodersen, University of Virginia
Rachel U. Mun, University of North Texas

Document Type

Article

Date of Original Version

1-1-2018

Abstract

Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression models. Students of poverty are generally less likely to be identified for gifted services, even after controlling for prior math and reading achievement. Furthermore, school poverty predicts the percentage of gifted students identified in a school. Within districts, even after controlling for reading and math scores, the poorer schools in a district have lower identification rates. Whereas students of poverty are generally less likely to be identified for gifted services, poor students in poor schools are even less likely to be identified as gifted.

Publication Title, e.g., Journal

Gifted Child Quarterly

Volume

62

Issue

1

Citation/Publisher Attribution

Hamilton, Rashea, D. B. McCoach, M. S. Tutwiler, Del Siegle, E. J. Gubbins, Carolyn M. Callahan, Annalissa V. Brodersen, and Rachel U. Mun. "Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students." Gifted Child Quarterly 62, 1 (2018): 6-24. doi: 10.1177/0016986217738053.