CAG 60th Annual Educator & Administrator Conference

Racial, ethnic and socioeconomic inequality in gifted education is clear. Two factors have had great impact: tests that measure ability using verbal and quantitative question that demand knowledge and the requirement that students identified must also be high achieving. We show verbal, nonverbal and quantitative tests that are equitable. Research evidence will be presented which demonstrates how equity can be achieved and we will show how the test scores can be interpreted using local norms.