What Happens after Nomination? Evaluating the Probability of Gifted Identification with the Torrance Test of Creative Thinking

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  • Author(s): Lindsay Ellis Lee (ORCID Lindsay Ellis Lee (ORCID 0000-0003-4519-7209); Anne N. Rinn (ORCID Anne N. Rinn (ORCID 0000-0002-9803-2195); Karen E. Rambo-Hernandez (ORCID Karen E. Rambo-Hernandez (ORCID 0000-0001-8107-2898)
  • Language:
    English
  • Source:
    Gifted Child Quarterly. 2024 68(2):119-136.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      N
    • Source:
      18
    • Education Level:
      Early Childhood Education
      Elementary Education
      Kindergarten
      Primary Education
      Elementary Secondary Education
    • Subject Terms:
      Gifted; Identification; Creativity Tests; Creative Thinking; Probability; Urban Schools; School Districts; Disproportionate Representation; Cognitive Ability; Academic Achievement; Inclusion; Student Characteristics; Race; Ethnicity; Lunch Programs; English Language Learners; Gender Differences; Access to Education; Kindergarten; Elementary Secondary Education
    • Subject Terms:
      Texas
    • Subject Terms:
      Torrance Tests of Creative Thinking
    • Accession Number:
      10.1177/00169862231222886
    • ISSN:
      0016-9862
      1934-9041
    • Abstract:
      The Torrance Test of Creative Thinking (TTCT) is the most widely used norm-referenced creativity test used in gifted identification. Although commonly used for identifying talent, little is known about how creativity tests, like the TTCT-Figural, contribute to the probability of being identified as gifted especially with underrepresented populations. Using nominated students (n = 1,191) from a diverse midsized urban school district, this study examined the differential predictive validity among student demographics (i.e., race/ethnicity, free/reduced price lunch status, English learning status, sex) and the TTCT-Figural to the probability of being identified as gifted. Results of a multilevel hierarchical generalized linear regression indicated underrepresented groups showed no difference in the probability of being identified after controlling for cognitive ability and academic achievement; the same was true when the TTCT-Figural was included within the model. The inclusion of the TTCT-Figural does contribute to the probability of identification; however, the disproportionality of underrepresented student groups remains in this school district. Gifted administrators looking to enhance equity may not find the solution with the mere inclusion of a creativity assessment. Implications for practice and future directions are discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1414663