Short description: Even though it is well documented that Black, Hispanic, and Native American students have been denied access to gifted education for decades, this injustice continues. This session explains how verbal and quantitative ability test questions and verbal directions contribute to underrepresentation. Equitable tests alone cannot solve this problem unless they are used wisely.
Learning Outcomes: Participants will:
Discuss the relationship between test content and equity defined as rates of identification and mean score differences
Discuss the role that normative and local norming methods have in the equitable identification of gifted students