Identifying Hispanic gifted children using the Screening Assessment for Gifted Elementary Students.

Full Abstract

We examined the utility of the Screening Assessment for Gifted Elementary Students (SAGES) for identifying Hispanic gifted students among 162 third through fifth graders, of whom 75% were Anglo-American and 25% Hispanic. Direct discriminant analysis of subscale scores of the SAGES classified 93.2% of the sample as Anglo-American, including 35 of the 41 Hispanic children. This indicated that the subscale scores did not predict group membership. A validation procedure yielded similar results on an independent sample of 25 Anglo-American and 14 Hispanic children. Also, a multivariate profile analysis indicated small score differences between the two groups and reflected similar cognitive processes being assessed. The screening device appears to function fairly within both ethnic groups.

Author information

Author/s: Tallent-Runnels, M K (MK); Martin, M R (MR);

Affiliation: Department of Educational Psychology, Texas Tech University, Lubbock 79409-1071.

Journal and publication information

Publication Type: Journal Article

Journal: Psychological reports (Psychol Rep), published in UNITED STATES. (Language: eng)

Reference: 1992-Jun; vol 70 (issue 3 Pt 1) : pp 939-42

Dates: Created 1992/07/31; Completed 1992/07/31; Revised 2004/11/17;

PMID: 1620785, status: MEDLINE (last retrieved date: 2/18/2009)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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