Opportunity to achieve

Identifying mathematically gifted black students

Ann Robinson, Robert Bradley, T. D. Stanley

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

This study examined ethnic differences in performance among 78 elementary age students (22 black, 56 white) who participated in a special program for mathematically talented children and 185 program alternates (40 black, 140 white, 3 other). Statistically significant differences favoring whites were noted on the STEP test and the Raven's Matrices used as entry (selection) criteria for the total group but only for the Raven's Matrices among program participants. These data provide evidence that the entry level mathematics skills of talented black and white students selected for the program do not differ statistically and calls into question the overreliance on the Raven's Progressive Matrices as culture fair. A regression discontinuity analysis indicated that both black and white students who participated in the special program scored higher than their counterparts who did not participate on the MANS test, a mathematics problem-solving measure. The small differences in effect size for black participation (.88) versus white participation (.54) were not statistically significant. However, the correlation between the identification variable and the MANS outcome measure was respectably high for blacks (.76) as well as for whites (.73). In other words, talented black children benefit from participation in enriched and accelerated mathematics programs, and the identification procedure is reasonably effective in locating black children likely to demonstrate high post-test performance.

Original languageEnglish (US)
Pages (from-to)1-12
Number of pages12
JournalContemporary Educational Psychology
Volume15
Issue number1
DOIs
StatePublished - 1990
Externally publishedYes

Fingerprint

Crows
Mathematics
Students
student
mathematics
participation
Patient Selection
child benefit
entry level
Regression Analysis
Outcome Assessment (Health Care)
performance
hydroquinone
regression analysis
evidence
Group

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Opportunity to achieve : Identifying mathematically gifted black students. / Robinson, Ann; Bradley, Robert; Stanley, T. D.

In: Contemporary Educational Psychology, Vol. 15, No. 1, 1990, p. 1-12.

Research output: Contribution to journalArticle

@article{bf9c981d440649cb9f37b417fd7639d2,
title = "Opportunity to achieve: Identifying mathematically gifted black students",
abstract = "This study examined ethnic differences in performance among 78 elementary age students (22 black, 56 white) who participated in a special program for mathematically talented children and 185 program alternates (40 black, 140 white, 3 other). Statistically significant differences favoring whites were noted on the STEP test and the Raven's Matrices used as entry (selection) criteria for the total group but only for the Raven's Matrices among program participants. These data provide evidence that the entry level mathematics skills of talented black and white students selected for the program do not differ statistically and calls into question the overreliance on the Raven's Progressive Matrices as culture fair. A regression discontinuity analysis indicated that both black and white students who participated in the special program scored higher than their counterparts who did not participate on the MANS test, a mathematics problem-solving measure. The small differences in effect size for black participation (.88) versus white participation (.54) were not statistically significant. However, the correlation between the identification variable and the MANS outcome measure was respectably high for blacks (.76) as well as for whites (.73). In other words, talented black children benefit from participation in enriched and accelerated mathematics programs, and the identification procedure is reasonably effective in locating black children likely to demonstrate high post-test performance.",
author = "Ann Robinson and Robert Bradley and Stanley, {T. D.}",
year = "1990",
doi = "10.1016/0361-476X(90)90001-H",
language = "English (US)",
volume = "15",
pages = "1--12",
journal = "Contemporary Educational Psychology",
issn = "0361-476X",
publisher = "Academic Press Inc.",
number = "1",

}

TY - JOUR

T1 - Opportunity to achieve

T2 - Identifying mathematically gifted black students

AU - Robinson, Ann

AU - Bradley, Robert

AU - Stanley, T. D.

PY - 1990

Y1 - 1990

N2 - This study examined ethnic differences in performance among 78 elementary age students (22 black, 56 white) who participated in a special program for mathematically talented children and 185 program alternates (40 black, 140 white, 3 other). Statistically significant differences favoring whites were noted on the STEP test and the Raven's Matrices used as entry (selection) criteria for the total group but only for the Raven's Matrices among program participants. These data provide evidence that the entry level mathematics skills of talented black and white students selected for the program do not differ statistically and calls into question the overreliance on the Raven's Progressive Matrices as culture fair. A regression discontinuity analysis indicated that both black and white students who participated in the special program scored higher than their counterparts who did not participate on the MANS test, a mathematics problem-solving measure. The small differences in effect size for black participation (.88) versus white participation (.54) were not statistically significant. However, the correlation between the identification variable and the MANS outcome measure was respectably high for blacks (.76) as well as for whites (.73). In other words, talented black children benefit from participation in enriched and accelerated mathematics programs, and the identification procedure is reasonably effective in locating black children likely to demonstrate high post-test performance.

AB - This study examined ethnic differences in performance among 78 elementary age students (22 black, 56 white) who participated in a special program for mathematically talented children and 185 program alternates (40 black, 140 white, 3 other). Statistically significant differences favoring whites were noted on the STEP test and the Raven's Matrices used as entry (selection) criteria for the total group but only for the Raven's Matrices among program participants. These data provide evidence that the entry level mathematics skills of talented black and white students selected for the program do not differ statistically and calls into question the overreliance on the Raven's Progressive Matrices as culture fair. A regression discontinuity analysis indicated that both black and white students who participated in the special program scored higher than their counterparts who did not participate on the MANS test, a mathematics problem-solving measure. The small differences in effect size for black participation (.88) versus white participation (.54) were not statistically significant. However, the correlation between the identification variable and the MANS outcome measure was respectably high for blacks (.76) as well as for whites (.73). In other words, talented black children benefit from participation in enriched and accelerated mathematics programs, and the identification procedure is reasonably effective in locating black children likely to demonstrate high post-test performance.

UR - http://www.scopus.com/inward/record.url?scp=38249019843&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=38249019843&partnerID=8YFLogxK

U2 - 10.1016/0361-476X(90)90001-H

DO - 10.1016/0361-476X(90)90001-H

M3 - Article

VL - 15

SP - 1

EP - 12

JO - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

SN - 0361-476X

IS - 1

ER -