In this paper we report on the usefulness of an identification instrument for mathematically talented students in third through fifth grades. Talented students from Iowa and Texas took the Quantitative, Reading Comprehension, and Verbal sections of the Lower Level of the Secondary School Admission Test (SSAT-L), which was developed by the Educational Testing Service for fifth through seventh graders. Students' scores covered nearly the entire possible range of the test, indicating that the SSAT-L effectively differentiated among talented elementary students.
Get full access to this article
View all access options for this article.
References
1.
Assouline, S.G., & Lupkowski, A.E. (1992). Extending the talent search model: The potential of the SSAT-Q for identifying mathematically talented elementary students. In N. Colangelo, S. G. Assouline, & D L. Ambroson (Eds.), Talent development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp. 223-232). Unionville. NY: Trillium.
2.
Benbow. C.P. (1986). SMPY's model for teaching mathematically precocious students. In J. S. Renzulli (Ed), Systems and models for devel oping programs for the gifted and talented (pp. 2-25). Mansfield Center, CT: Creative Learning Press.
3.
Center for Talented Youth (CTY). (1988). The 1988 talent search report. Baltimore, MD: CTY. Johns Hopkins University.
4.
Center for Talented Youth (CTY). (1990). Insider's history of CTY; The first 10 years. Baltimore, MD: CTY, Johns Hopkins University. Educational Testing Service. (1992). SSAT program norms tables, 1992-93. Princeton, NJ: Author.
5.
Keating, D.P. (1976). Discovering quantitative precocity. In D. P. Keating (Ed.), Intellectual talent: Research and development (pp. 23-31). Baltimore, MD: Johns Hopkins University Press.
6.
Keating, D., & Stanley, J.C. (1972). Extreme measures for the exceptionally gifted in mathematics and science. Educational Researcher, 1, 3-7.
7.
Lupkowski. A.E., & Assouline, S.G. (1992). Jane and Johnny love math: Recognizing and encouraging mathematical talent in elementary students. Unionville, NY: Trillium.
8.
Lupkowski, A.E., Assouline, S.G., & Vestal, J. (1992). Mentors in math. GiftedChild Today, 15(3), 26-31.
9.
Mills. C.J., & Barnett, L.B. (1992). The use of the secondary school admission test (SSAT) to identify academically talented elementary school students. Gifted Child Quarterly.36, 155-159.
10.
Moore, N.D., & Wood. S.S. (1988). Mathematics with a gifted difference. Roeper Review, 10, 231234.
11.
Secondary School Admission Test Interpretive Guide. (1990). Princeton, NJ: Educational Testing Service.
12.
Staff. (1991. Spring). Talent Search expands. Memberanda, p. 1.
13.
Stanley, J.C. (1973). Accelerating the educational progress of intellectu ally gifted youths. Educational Psychologist, 10. 133-146.
14.
Stanley, J.C. (1978). SMPY's DT-PI mentor model: Diagnostic testing followed by prescriptive instruction. ITYB, 4(10), 7-8.
15.
Stanley, J.C. (1979). How to use a fast-pacing math mentor. ITYB, 5(6), 1-2.
16.
Stanley, J.C. (1991a). An academic model for educating the mathemati cally talented. Gifted Child Quarterly, 35, 36-42.
17.
Stanley, J.C. (1991b). Leta Hollingworth's contributions to ahove-level testing of the gifted. Roeper Review, 12, 166-171.
18.
Stanley, J.C., & Benbow. C.P. (1986). Youths who reason exceptionally well mathematically . In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 362-387). New York: Cambridge University Press.
19.
Stanley, J. C., Keating, D. P., & Fox. L. H. (Eds.). (1974). Mathematical talent: Discovery, description, and development. Baltimore, MD: Johns Hopkins University Press.
20.
VanTassel-Baska. J. (1984). The Ta!ent Search as an identification model . Gifted Child Quarterly.28, 172-176.
21.
VanTassel-Baska. J. (1986). The use of aptitude tests for identifying the gifted: The Talent Search Concept. Roeper Review.8, 185189.
