Using State Assessments to Increase Equity in G/T Identification

Nov 4, 2020 | Policy Briefs

Volume 18, Issue 1

November 4, 2020

This brief explores the rate of identification of students as Gifted and Talented (G/T), particularly the rate of identification for the highest achieving 3rd graders who scored in the top 5% statewide on state assessments in both Reading and Mathematics from 2015 to 2018.

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Using State Assessments to Increase Equity in G/T Identification

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Using State Assessments to Increase Equity in G/T Identification

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