The purpose of this research was to analyze and assess the validity of identification-selection procedures used in residential schools for talented youth in the United States in predicting success as measured by student grades. High school grades prior to admission were the best predictors of grades in the residential schools, and SAT scores were also good predictors. Interview ratings and overall ratings of admission files by selection committee members were of no value as predictors.
Get full access to this article
View all access options for this article.
References
1.
Cox, J. , & Daniel, N. (1983, May/June). Specialized schools for high ability students. G/C/I, pp. 2-9.
2.
Feldhusen, J. F. , Asher, J. W., & Hoover, S. M. (1984). Problems in identification of giftedness, talent, or ability. Gifted Child Quarterly, 28(4), 149-151.
3.
Feldhusen, J. F. , Baska, L. K., & Womble, S. R. (1981). Using standard scores to synthesize data in identifying the gifted. Journal for the Education of the Gifted, 4, 177-185.
4.
Hills, J. R. (1971). Use of measurement in selection and placement. In R. L. Thorndike (Ed.), Educational measurement (2nd ed., pp. 680-732). Washington, DC: American Council of Education.
5.
Kolloff, P. B. (1991). Special residential high schools. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 209-215). Needham Heights, MA: Allyn and Bacon.
6.
Siegler, R. S. , & Kotovsky, K. (1986). Two levels of giftedness: Shall ever the twain meet? In R. J. Steinberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 417-435). New York: Cambridge University Press.
7.
Stanley, J. C. (1991). A better model for residential high school for talented youth. Phi Delta Kappan, 72(6), 471-473.
