Gifted Talent Search Achievement Test Criticisms
Out-of-level Standardized Exams for Gifted Children Raise Concerns
Academic talent searches and gifted education professionals use out-of-level achievement tests, designed for older children, to identify and assess gifted and talented students. Dr. Joyce Van Tassel-Baska, Director of the Center for Talent Development at Northwestern University, explores the history and basis for using out-of-level achievement tests to identify gifted students in her 1986 report “The Use of Aptitude Tests for Identifying the Gifted: The Talent Search Concept.” Van Tassel-Baska states that above-level testing concerns fall into three categories:
- exam stress
- academic elitism
- minority disadvantage
Concern: Above-level Gifted Testing Creates an Unhealthy, Anxious Experience
Since Stanley, Keating, and Fox first proposed out-of-level testing for gifted child identification 1974, millions of students have taken out-of-level achievement tests. Van Tassel-Baska cites more than 100,000 students tested annually; the College Board claims more than 130,000 7th and 8th graders take the SAT each year [2001].
Van Tassel-Baska cites a small study by Feldhusen, conducted in 1983, finding only mild anxiety among junior high SAT test takers. While high stakes standardized testing is worthy of intense debate, Van Tassel-Baska points out that achievement and IQ tests are still powerful measures for identifying gifted and talented children.
Concern: Talent Search Achievement Tests Foster Exclusivity When Only Top Performers Benefit
Critics claim that it is unfair to subject so many students to a test that benefits so few. While only top performers may garner entrance in university-sponsored gifted programs, all students benefit from the academic recognition accompanying participation. Van Tassel-Baska states that participation in many regional ceremonies and awards extends to all talent search candidates regardless of out-of-level test results.
Concern: Standardized Tests Discriminate Against Gifted Minorities and Disadvantaged Gifted Students
Standardized tests receive criticism for bias against minority races and socioeconomically underprivileged test takers. While many standardized tests have inherent limitations biasing against minorities, a study by Van Tassel-Baska cites strong performance of minorities on out-of-level tests used for gifted identification. Minorities achieve cut-off test scores at about 90% the rate of test takers as a whole. Talent searches identify many high potential students that otherwise remain undetected, linking under-privileged gifted youth with scholarships and learning opportunities.
Problems occur in talent search recruitment and follow-up. Talent searches select candidates using nationally-normed achievement test scores; test biases may result in lower recruitment rates. According to Van Tassel-Baska, only 15.2% of talent search students are from disadvantaged backgrounds and 11% are minorities. Another report entitled “Achievement Trap: How America is Failing Millions of High-Achieving Students from Lower-Income Families” by Joshua S. Wyner, et al., suggests these numbers could be higher. Fully 28% of the top academic performers in first grade are from economically disadvantaged families.
Gifted kids identified through talent searches frequently return to overburdened school districts with limited gifted resources. Failure to provide gifted minorities proper academic support results from the misconception that their smarts are enough to overcome other disadvantages. Wyner, et al. call this the “achievement trap”; compared to learners at the low end of the performance spectrum, teachers assume gifted learners will succeed with little intervention. Lack of challenge and personal hurdles often prove too much. Gifted minorities are at high risk of never reaching their fullest potentials.
Wyner, et al. state an 8% drop-out rate for high-achieving students from disadvantaged backgrounds, compared to a national average of 30% for all disadvantaged students; this rate is still twice the 4% drop-out rate of high-income students. Additionally, disadvantaged students are less likely to graduate college (59% versus 77%) or receive graduate degrees (29% versus 47%). Talent searches ideally provide additional support and monitoring to this vulnerable group of high achievers.
Out-of-level Gifted Testing Has a Place in Gifted Child Identification Despite Criticisms
Concerns that out-of-level achievement tests contribute to excessive anxiety or foster elitism are largely unfounded. Parents can reduce stress by properly explaining the test process and purpose. Fears of elitism constantly surround academic debates of gifted education, but an academic culture that encourages and rewards strong performance is essential for talent development. The recognition accompanying talent search candidacy promotes stronger academic efforts and often extends to all talent search participants.
While there are genuine issues with recruitment and support of gifted and talented minorities and socioeconomically disadvantaged gifted students, those selected for out-of-level testing perform remarkably well. Parents and teachers need to make additional efforts ensuring high-performing disadvantaged students participate in above-level testing and that tangible gifted opportunities, individualized curriculum plans, and gifted support services follow strong test results.
References:
Van Tassel-Baska, Joyce. "The Use of Aptitude Tests for Identifying the Gifted: The Talent Search Concept." Roeper Review February 1986 Vol.8, pp.185-189.
Wendler, Cathy, Anne Ninneman, and Miriam Feiganbaum. "Evaluating the Appropriateness of the SAT I: Reasoning Test for Seventh and Eighth Graders." The College Board Office of Research and Development Research Notes RN-12, December 2001.
Wyner, Joshua S., John M. Bridgeland, and John J. Diiulio, Jr. "Achievement Trap: How America is Failing Millions of High-Achieving Students from Lower-Income Families." A report by the Jack Kent Cooke Foundation & Civic Enterprises with original research by Westat.
