Using Universal Consideration and Group-Specific Norms to Identify Students for Gifted Programming: An Empirical Investigation

Authors

• Jared T. Izumi, Chapman UniversityFollow

Document Type

Article

Publication Date

4-13-2026

Abstract

Universal consideration and group-specific norms have been recommended to address the underrepresentation of historically marginalized groups in gifted education programs. The current study evaluated these methods with 7,148 first through sixth-grade students from a single district in the Midwest who were administered academic achievement and cognitive ability measures. Representation indices (RIs) were calculated to measure the impact of local-building norms and different score combination methods. Black and Hispanic students were underrepresented relative to their proportion in the sample for all identification methods (RI < 0.80). Asian and White students were well-represented or overrepresented using all identification methods. However, using local-building norms or different score combination methods resulted in meaningful increases in RIs for Black and Hispanic students, without corresponding decreases in RIs for Asian and White students.

Comments

This article was originally published in Gifted Education International in 2026. https://doi.org/10.1177/026142942614428

Recommended Citation

Izumi, J. T. (2026). Using Universal Consideration and Group-Specific Norms to Identify Students for Gifted Programming: An Empirical Investigation. Gifted Education International. https://doi.org/10.1177/026142942614428

Peer Reviewed

1

Copyright

The author

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License