| Description: |
This mixed methods study explored the effectiveness of a large South Carolina school district’s gifted identification practices, with particular attention to how well these practices support the identification of students from underrepresented populations. Framed by Renzulli’s (1978) Three-Ring Conception of Giftedness, the research investigated the extent to which the district’s procedures identify students using the model’s core indicators: above-average ability, creativity, and task commitment. Seven district practitioners, including teachers and administrators, participated in quantitative surveys, follow-up qualitative interviews, and a focus group. Findings revealed significant concerns about the overreliance on standardized academic measures, the exclusion of creativity and task commitment in formal identification, and a lack of culturally responsive tools to support equitable gifted access. Participants advocated for broader assessment practices, structured teacher input using validated tools, increased professional development, parent and community engagement, and targeted supports for bilingual learners. Thematic analysis revealed alignment between participant perceptions and current literature on systemic barriers in gifted identification, especially regarding racial, linguistic, and socioeconomic equity. Recommendations include revising local placement protocols, adopting dynamic and nonverbal measures, and enhancing teacher and parent roles in identifying student potential. The study concluded that systemic transformation, not incremental change, is essential to ensure gifted education programs are accessible, inclusive, and reflective of all student populations. |