Combining cut scores for gifted identification: No impact on diversity

I already blogged about an important paper which showed that averaging scores on tests is the most accurate method of identifying children for gifted programs (McBee, Peters, & Waterman, 2014). A paper by my colleague, Joni M. Lakin, built on this earlier research and was named the Paper of the Year in Gifted Child Quarterly

Combining tests for identifying gifted children: Just use IQ?

A few years ago, my colleagues Matthew T. McBee, Scott J. Peters, and Craig Waterman published what I think is one of the most important articles in the past 10 years in gifted education. In it, they examined the effect of using different rules to combine multiple scores into one dichotomous decision to admit or

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