Gate(D): The Continued Underrepresentation of Historically Marginalized Students in Gifted Education

Abstract

In this study, I explore possible differences in the achievement outcomes of historically marginalized students not eligible for gifted services. Specifically, I examine the mean ELA and Math AzMERIT NCE scores for three groups: 1) students who did not qualify but received self-contained services; 2) students who did qualify and received self-contained services; and 3) students who did not qualify and did not receive self-contained or any gifted services. The analyses determined that there were no significant differences in the ELA and Math NCE scores of those students that did not qualify (Group 1) versus those students that qualified (Group 2) for self-contained gifted services and received self-contained services. There were significant differences between the mean scores of those students who did not qualify and did not receive self-contained services (Group 3) and students that did not qualify but received self-contained services (Group 1). There was a negative relationship for both ELA and Math mean scores for students who did not qualify and did not receive services. The analysis also revealed that the racial and ethnic backgrounds of students, particularly African American and Native American, students and FRL status are contributing factors to AzMERIT ELA, and Math mean scores. Finally, females also had significantly higher ELA mean NCE scores relative to males. The results are discussed compared to current literature and recommendations are made for current GATE placement practices.