A Mixed Methods Evaluation of the Utilization of Analogical Reasoning to Reduce Opportunity Gaps in Universal Screening for Gifted Education
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Date
2021-12-01
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Johns Hopkins University
Abstract
Gifted identification measures in the U.S. have persistently failed to achieve proportionate representation across racial and socioeconomic strata due opportunity gaps perpetuated within education systems (Campbell, 2012; Ford, Grantham, & Whiting, 2008; Ladson-Billings, 2006; Milner, 2012; Peters, Gentry, Whiting, & McBee, 2019). This mixed methods evaluation of one urban, mid-sized district’s intervention to incorporate lessons in analogical reasoning and providing technology access to PreK students prior to universal screening with the NNAT found that this use of frontloading can result significantly increased identification of gifted students in Title I qualifying schools.
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Keywords
gifted identification, universal screening, opportunity gaps, Critial Race Theory, mixed methods, evaluation, digital divide, analogical reasoning, prekindergarten, kindergarten