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|a LC3993.G37 2013_GarciaSarah |2 BU-Local |
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|a Implications of gifted criteria on achievement |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2013. |
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|a Barry University Theses -- School of Education. |
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|a Thesis (S.S.P.)--Barry University, 2013. |
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|a Includes bibliographical references (leaves 26-30). |
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|a Copyright Sarah Amelia Garcia. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a The relations between IQ scores, socioeconomic status and high stakes standardized test achievement have become increasingly relevant for study in recent years due to the movement toward alternate criteria for low SES gifted students. To date, there has been insufficient research conducted on this relationship in elementary age students. There has been substantial research attention dedicated to the study of IQ and socioeconomic status, and to IQ and achievement as separate research fields. However, fewer researchers have established a connection between the achievement of students from a low SES after entry into gifted through alternative qualifying criteria. The goals of this study included: 1) reporting on the extent to which the IQ scores of gifted students predict achievement scores and 2) examining whether the relationship between IQ scores and achievement scores is different for Plan A and Plan B eligibility groups. The results of this study indicated that IQ did not significantly predict reading achievement for gifted students [b = -.01, t(1) = -.30, p = .768]. In addition, students from the Plan A group did not significantly outperform students in the Plan B group who entered the gifted program through alternative qualifying IQ score criteria [t(1098)=.53, p = .598]. Improved knowledge in this area may help promote adequate gifted program eligibility criteria and instructional development. However, there is a need for further research with the gifted population that examines the effect of IQ scores on achievement other than high-stakes tests, such as projects or grades. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Gifted children |x Education. |
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|a Assessment tests |x Florida. |
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|a Florida Comprehensive Assessment Test. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001395/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/95/00001/LC3993_G37 2013_GarciaSarahthm.jpg |
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|a Theses and Dissertations |
