Cognitive Abilities Test (CogAT) is one of the most frequently used gifted identification tools. In this meta-analytic study, we investigated empirical evidence of the validity of CogAT, in relation to different types of instruments. After reviewing 1,480 studies, a total of 24 with 33 effect sizes were included in the meta-analysis. According to our findings, the average effect size of r was found

Even when achievement outcomes are equal, some students of color still do not participate in advanced academic or gifted education programs. To better understand this phenomenon, researchers engaged in a research-practice partnership within the local community to explore the experiences of families of color and assess their needs pertaining to advanced learning opportunities for their children. Data

Many articles have been published in gifted education in recent years. This study aims to provide a comprehensive review of the evolution of academic studies in gifted education. In this context, the structural topic modeling (STM) method was used to analyze the topics and trends in the field. STM is a machine learning technique that utilizes natural language processing techniques based on text mining

Academically talented students with autism, also known as twice-exceptional students with autism (2eASD), are increasingly identified in school. These students present challenges to educators who attempt to plan and implement successful instructional opportunities, as teachers’ knowledge and use of evidence-based practices (EBPs) for students identified with 2eASD vary. The purpose of this qualitative

In 2012, Florida adopted the Academically Challenging Curriculum to Enhance Learning (ACCEL) statute establishing minimum requirements for local education agencies to provide access to accelerated learning options for eligible K–12 public school students. This study examined Florida public school district acceleration policies for elementary students one decade after the enactment of the statute. We

The aim of this study was two-fold: (a) to explore personality profiles among honors undergraduate students and regular undergraduate students, and (b) to investigate the extent to which these profiles are associated with students’ well-being and coping strategies for stress. Using latent class analysis (LCA) on the Big Five personality traits of a total of 532 undergraduate students (229 honors students)

Recent research into imposter phenomenon, or internal feelings of questioning competence, has shifted away from conceptualizing the feeling as an individual characteristic that requires an individual solution toward instead examining the role of context. We used a 2 (Generational Status: First Generation vs. Continuing Generation) × 3 (Environment: Classroom vs. Peer vs. Administration) × 2 (Social

The intellectually gifted have been found to have higher levels of many prosocial dispositions, but there is limited evidence of increased prosocial behavior. The present research used existing and original datasets to examine relations between intellectual giftedness and prosocial behavior and dispositions. In Study 1, those identified as intellectually gifted engaged in more political and helping

There is a well-established historical background of research on mathematical giftedness that can be traced back to the early 1900s. An overarching purpose of this research was to review and explore the existing research and its evolution since its emergence in educational and psychological studies. Thus, we examined the past, present, and future of research on mathematical giftedness using a bibliometric

This study examined the prevalence and correlates of psychopathology in gifted children (GC) and explored whether giftedness confers protection or risk for mental health problems. We used a comparative design to analyze a population-based sample of 100 GC and 100 controls matched by age and sex in Turkey. We assessed psychiatric diagnoses with the Development and Well-Being Assessment (DAWBA), a valid

Students who are Black or Hispanic have long been disproportionately represented in K–12 gifted and talented services. However, there are schools that have diverged from this trend by identifying atypically high numbers of Black and Hispanic students. In this conceptual replication of Peters and Johnson, we present predictors of whether a school offers gifted services (i.e., access) and representation

What are the key challenges facing the field of gifted education? In this qualitative study, we posed this question to some of the field’s eminent leaders and scholars. Overwhelmingly, our respondents mentioned problems of diversity, equity, inclusion, and accessibility (DEIA). Respondents also discussed problems concerning identification, the limited use of research-based practices, and insufficient

High sensitivity is often considered a characteristic of giftedness, but scientific evidence for this is limited. Therefore, this study aimed to investigate whether gifted children rate themselves higher in sensory processing sensitivity (SPS) than their peers. A total of 882 children from Grades 4, 5, and 6 of primary school participated. They all completed a cognitive ability test (COVAT-3) and two

Parent-led, home-based education, or homeschooling, has grown rapidly over recent decades with participation rates increasing more than 100-fold to now nearly one in 25 students nationwide in the United States. However, the research base has not grown correspondingly, and homeschoolers remain understudied. We systematically surveyed a population of homeschooling families ( N = 881 responses) who had

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

The recent decision by the United States Supreme Court to limit affirmative action in college admissions could make it even more challenging for academically talented students of color to gain access to competitive schools. The importance of school counselors in guiding and supporting these students is now more crucial than ever. This qualitative study aimed to determine what school counselors need

This systematic scoping review reports findings from 38 studies (2000–2022) that explored the approaches to differentiation that have been effectively used with high-ability students and the school-level supports that enabled their application. The review advances our understanding of current approaches and highlights future considerations for school-based pedagogies that aim for an inclusive education

This article proposes a duplex model for understanding giftedness. The first part of the duplex is the set of gifted skills and attitudes that one possesses as a result of heredity, the environment, and their interaction. It is the input that one has acquired from one’s life experiences. The second part of the duplex is the utilization or deployment of gifted skills and attitudes. On this view, giftedness

The 50th anniversary of the Marland Report provides an opportunity to reflect on its impact on the field of gifted education. A critical question is how the Marland Report addressed the need for eq...

Students in any grade level vary widely in their mathematics achievement, with the typical classroom including four to seven grade levels of mathematics proficiency. Due to this large range of math...

School-based learning experiences are often designed with the “typical” student in mind. However, this may not be an optimal approach, given the variability of prior learning that exists in most cl...

This study used a longitudinal person-oriented approach to examine whether two distinct developmental pathways of maladaptive motivation could be distinguished among high-ability students (intellig...

We analyzed a population-based cohort (N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90th percentile) science and mathematics achi...

Debates over identification procedures for gifted and talented students dominate the field and serve as the topic of many of its internal and external debates. We believe this is due to a lack of c...

Little information exists concerning underrepresented students’ talent development in science, technology, engineering, and mathematics (STEM) disciplines. This retrospective qualitative study inve...

Using a case study approach, we explored the science and math classroom experiences of urban high school students. Our purposeful sample included 11 high-achieving students (mostly minoritized stud...

There is a paucity of research on the day-to-day experiences of raising gifted children from the perspective of parents. This qualitative study aimed to delve deeply into the phenomenon by intervie...

The threshold hypothesis and the necessary-but-not-sufficient hypothesis represent popular views on the relationship between intelligence and creativity. However, most studies investigating these h...

This methodological brief introduces researchers to QuantCrit, a set of tenets complementary to critical race theory, to specifically reexamine how race and racism are analyzed through quantitative...

We compared the Wechsler scores of individuals with twice-exceptionality (2e) and giftedness using a three-level Bayesian meta-analysis. Ninety-five effect sizes were calculated from 15 studies (n ...

Teachers play important roles in identifying and promoting gifted students. An open question is: Which student characteristics do teachers use to evaluate whether a student is gifted or not? We use...

Gifted education programs identify students with exceptional ability or potential and provide specialized educational interventions to develop general academic and domain-specific talent. Research ...

Personality plays a powerful role in predicting how individuals react to life events and evaluate their overall well-being. Similarly, implicit beliefs of ability determine the ways individuals rea...

Although it has been hypothesized that gifted students are at risk for adopting a fixed mind-set, research revealed inconsistent results. We aimed to clarify this by differentiating between two operationalizations of giftedness (high cognitive ability and formal identification as gifted) and how these relate to students’ beliefs about intelligence and effort. Also, we examined the role of parental

Analysis of assessment data from an initial pool of second-grade students (n = 4549) in low-income rural communities and a subgroup of students identified from that pool for gifted services (n = 524) provided evidence for the validity of a curricular-aligned process including universal screening and local norms for identifying rural students in high-poverty schools as gifted. We first compared identification

Social media continues to be an ever-present part of people’s lives. One of the largest social media websites, Reddit has more than 430 million unique visitors monthly. What is unknown to scholars is how gifted education fits into this modern form of communication. In our research, we examined how gifted education is discussed over Reddit using text mining in combination with sentiment analysis. In

With the understanding that diverse perspectives contribute to scholarship, different lenses open our eyes to worldviews, and that contextualization is key in research, I offer this brief commentary on Peters’ (2021) article on challenges to achieving equity within public gifted programs. Although the article starts with a definition of disproportionality based on ethnicity, the content staggers into

Regarding the work toward achieving equity in public gifted education (GiftedEd) programs, I aim to challenge two of the underlining assumptions that persist in GiftedEd research, in GiftedEd programming, and in the target article. Peters (2021) writes, “But the field of gifted education should avoid false dichotomies: the existence of disproportionality does not make gifted services inherently racist

Peters’ (2021) article “The Challenges of Achieving Equity Within Public School Gifted and Talented Programs” makes us consider what actions can improve equity in gifted education. As coeditors of two of the field’s major journals, we felt it would be helpful to share perspectives from our experience in response to some of the important issues Peters has raised. The power and influence associated with

Peters’ (2021, this issue) article addresses the arguably most pressing issue in gifted education to date: achieving equity among the disadvantaged gifted, whom Peters identified as Black, Latinx, and Native Americans; students with special educational needs and/or served through English language learner programs; and/or coming from low-income households. Moreover, Peters pointed out that there are

Peters (2021) refers to equity through the lens of underrepresented populations, namely, Black, Latinx, and Native American students. Although acknowledging special education populations regarding equity, they were not a focus of Peters’ work. The problems facing twice-exceptional (2e) students, those students requiring both special education services and gifted service, are unique, and require consideration

Peters (2021) presented an analysis of disproportionate representation of demographic groups in gifted education programs. He views disproportionate representation as a consequence of inequalities that originate outside of gifted education and says that narrowly focusing on gifted education practices will be inadequate for remedying the inequities in the field. Peters’ analysis has four levels of increasing

Peters (2021) does an excellent job of highlighting the role of unequal early achievement on educational inequalities and disparities in gifted identification, but his discussion of long-term interventions focuses much more on community interventions than on educational interventions. There are multiple sources of early inequalities and potential educational interventions missed in his articcle such

The underrepresentation of disadvantaged gifted students in public school gifted and talented programs is an unresolved issue for school systems and the field of gifted education around the world. Peters (2021) has provided a thoughtful, well-researched, and defensible overview on the topic, that outlines possible reasons for the underrepresentation of disadvantaged gifted students, along with multiple

Peters’ (2021) article comprehensively documents inequities in the United States, concluding with an important goal,

Peters (2021) has made excellent suggestions for how to increase diversity and equitable representation in identification of gifted children. His approach, however, is based on current models of what constitutes “giftedness.” This approach is incomplete and, taken on its own, perhaps suboptimal. I would suggest a complementary approach.

Issues of inequity have widely caught attention in the field of gifted education. As described in Peters’ (2021) article, scholars proposed diverse methods to solve this issue, such as deleting a verbal subtest from an intelligence measure (Naglieri & Ford, 2003) and investigating the measurement invariance across the groups when developing and checking validity evidence of the HOPE Scale (Peters &

Peters (2021) provides an excellent overview of inequity within advanced education, with a strong focus on improving representation of historically excluded students. Although we find his analysis to be reasonably comprehensive, we call attention to two sets of issues that are not addressed in the target article.

Dear Scott,

Statistics are human beings with the tears wiped off

Peters (2021) asserts that “America as a society is a very unequal place. Inequality of access and opportunity translate to unequal levels of school readiness, academic achievement, and measured cognitive ability, such that expecting equality of almost any educational outcome would be illogical” (p. 3). Using the Early Childhood Longitudinal Program-Kindergarten 2011 restricted access data, we recently

Peters (2021) argues that gifted education has a severe problem regarding the underrepresentation of culturally and linguistically diverse students as well as children from low-income families—and that the field has not achieved measurable success in improving equity. He supports his arguments by highlighting data showing that the focus has been on the wrong solution—namely finding some method of identification

As suggested by Peters (2021), educators cannot fully remedy societal issues but can begin with low/moderate-hanging fruit to promote equity and excellence. Universal screening is a good first step, helping districts reduce teacher biases and dependence on parents as educational advocates. Yet without early intervention programs, universal screening often occurs too late. There is power in providing

Scott Peters (2021) gives us a gift. His argument is clear—although improvements in student assessment procedures and early interventions are essential, they address only the symptoms of a societal dysfunction producing the inequities we seek to eliminate. This sets a course for us. In this commentary—polemic if you will—I focus on this dysfunction and how we in the gifted and talented, or advanced

At the core of Peters’ (2021) argument using classical test theory (X = T + E) is an ever-present question: Is there some number of “real” gifted students who need specialized services? If we could reduce the impact of error (E) or bias, could we reveal those students (T)? His argument seems to be that there is, but systemic inequities block accurate detection. We highlight aptitude theory as an alternative

Many statistical measures are commonly used to document the persistence of inequity within gifted education (Young, Young, & Ford, 2017; Ford, 2013; Hodges et al., 2018; Yoon & Gentry, 2009). Thus, in response to the challenges presented by Peters (2021), we contend that an approach that considers critical race theory as a lens for the design, analysis, and interpretation of representation data in

The field of gifted education has faced issues of equity for decades. Peters (2021) highlights a variety of systemic reasons traditional gifted identification processes may fail to equitably identify traditionally underrepresented students; however, at the core of Peter’s argument is a defense of the gifted and talented label. Common criticisms of gifted education include that it promotes fixed labels

Gifted and talented education (GATE) exemplifies racial and economic hierarchies that exist in our society, with historically marginalized (HM) students significantly less likely to be identified as gifted, and subsequently receiving gifted services, than their peers (Grissom et al., 2019). Peters (2021) advanced the dialogue around inequities by attempting to not only highlight their existence but

There is consensus among scholars in gifted education on the need to address educational equity for marginalized groups based on racial/ethnic categories (Peters et al., 2019), socioeconomic status (Hamilton et al., 2018), and geography (Hodges, 2018). Marginalization exists in terms of identification for services (Mun et al., 2021; Peters et al., 2019) and the extent of those services (Hodges, 2018)