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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 (ORCIDAnne N. Rinn (ORCID 0000-0002-9803-2195 ); Karen E. Rambo-Hernandez (ORCIDKaren 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 - Language:
- 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:
- Subject Terms:
- 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
- Availability:
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