Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery to Identify the Gifted/Talented: An Investigation of Demographic Effects and Norming Plans

2018 ◽  
Vol 62 (2) ◽  
pp. 193-209 ◽  
Author(s):  
Carol A. Carman ◽  
Christine A. P. Walther ◽  
Robert A. Bartsch
Keyword(s):  
Low Socioeconomic Status ◽  
Cognitive Abilities ◽  
English Language ◽  
Demographic Variables ◽  
Language Learner ◽  
School Level ◽  
Gifted Identification ◽  
Low Socioeconomic ◽  
Demographic Groups ◽  
Cognitive Abilities Test

The nonverbal battery of the Cognitive Abilities Test (CogAT) is one of the two most common nonverbal measures used in gifted identification, yet the relationships between demographic variables and CogAT7 performance has not yet been fully examined. Additionally, the effect of using the CogAT7 nonverbal battery on the identification of diverse demographic groups based on various norming, cutoff, and modifier plans has only just begun to be explored. In this study, we analyzed the CogAT7 nonverbal battery scores of kindergartners from a very large urban school district with a high minority, low socioeconomic status, and high English language learner population to determine the relationships between demographic variables and CogAT performance. The results suggest relationships between CogAT scores and multiple demographic variables, similar to other nonverbal instruments. We also examined the effects of various norming practices, including school-level and group-specific norming, on identification using the CogAT7 nonverbal battery.

Differences in Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery Versus the Naglieri Nonverbal Ability Test (NNAT) 2 to Identify the Gifted/Talented

2020 ◽  
Vol 64 (3) ◽  
pp. 171-191
Author(s):  
Carol A. Carman ◽  
Christine A. P. Walther ◽  
Robert A. Bartsch
Keyword(s):  
Cognitive Abilities ◽  
Underserved Populations ◽  
Gifted Identification ◽  
Ability Test ◽  
Demographic Groups ◽  
Naglieri Nonverbal Ability Test ◽  
Gifted Programming ◽  
Cognitive Abilities Test ◽  
Nonverbal Ability ◽  
Cutoff Scores

The two most commonly used nonverbal tests for gifted identification, the Naglieri Nonverbal Ability Test (NNAT) and the Cognitive Abilities Test (CogAT) nonverbal battery, have not been compared in their newer versions to explore the effects of their use on the identification of underserved populations. Additionally, the effects of the use of various norming groups and cutoff scores on both instruments’ identification abilities has not been compared. This study compared 15,733 CogAT7 nonverbal battery scores and 14,421 NNAT2 scores of kindergartners between 2013 and 2015 from one large urban school district to explore the differences between how each test relates to major demographic variables and examine the effects on who is selected for participation in gifted programming based on which instrument, which norming group, and which cutoff scores are used. Both instruments were less likely to identify students from demographic groups that have been traditionally underrepresented than students from traditionally overrepresented demographic groups, but identification varied based on the type of norming plan used and which instrument was taken. Suggestions are made as to the best instrument for use with various demographic groups and norming plans.

Disparities in Access to Cranial Remodeling Orthosis for Deformational Plagiocephaly

2021 ◽  
pp. 105566562110698
Author(s):  
Alexandra Junn ◽  
Jacob Dinis ◽  
Aaron Long ◽  
Sacha Hauc ◽  
Sarah Phillips ◽  
...  
Keyword(s):  
Low Socioeconomic Status ◽  
Demographic Variables ◽  
Delayed Presentation ◽  
Deformational Plagiocephaly ◽  
Low Socioeconomic ◽  
Delayed Treatment ◽  
Logistic Regressions ◽  
Insured Patients ◽  
To Receive ◽  
Income Quartile

Objective Moderate to severe cases of deformational plagiocephaly (DP) may be treated with cranial remolding orthoses (CRO). This study investigated the socioeconomic disparities in access to care for CRO for DP correction. Design This was a retrospective review of medical records from a single CRO company in Connecticut from 2014 to 2020. Methods Demographic variables were collected from all patients. Univariable logistic regressions were used to identify differences for presenting age at consultation, whether CRO was pursued, and length of CRO treatment by insurance payor and household income quartile. Results Of the 5620 patients identified, 4100 (73.0%) received CRO, with 674 (12.0%) receiving a second helmet. Of those receiving CRO, 1536 (37.5%) had Medicaid insurance while 2558 (62.4%) were commercially insured. Patients on Medicaid were 1.30 times more likely to have delayed presentation ( P  =  .017), while patients from the lowest income quartile were 1.26 1.50 ( P < .001) and 1.58 ( P < .001) times more likely to have a delayed presentation relative to those in the highest and second-highest income quartiles, respectively. Patients in the highest and second-highest income quartiles were also 1.55 ( P < .001) and 1.45 ( P < .001) more likely, respectively, to receive CRO after consultation than those from the lowest income quartile. Conclusions Lower income and Medicaid-insured patients had delayed presentation for CRO consultation. Those from the lowest income quartile were more likely to never receive CRO than those from wealthier backgrounds. Low socioeconomic status and Medicaid insurance, which can have more restrictive coverage policies for CRO, may result in the delayed treatment of DP.

The Longitudinal Effects of School Improvement Grants

2021 ◽  
pp. 016237372110124
Author(s):  
Min Sun ◽  
Alec I. Kennedy ◽  
Susanna Loeb
Keyword(s):  
School Improvement ◽  
Low Socioeconomic Status ◽  
Students Of Color ◽  
English Language ◽  
High School Graduation Rates ◽  
Low Socioeconomic ◽  
School Improvement Grants ◽  
Positive Effects ◽  
State Test ◽  
Longitudinal Effects

School Improvement Grants (SIGs) exemplify a capacity-building investment to spur sustainable changes in America’s persistently lowest-performing schools and stimulate the economy. This study examines both short- and longer-term effects of the first two cohorts of SIG schools from four locations across the country. Dynamic difference-in-differences models show that SIGs’ effects on achievement in Grades 3 to 8, as measured by state test scores in math and English language arts, gradually increased over the three reform years and were largely sustained for 3 or 4 years afterward. Evidence on high school graduation rates, though less robust, also suggests SIGs had positive effects. SIGs’ effects on students of color and low-socioeconomic-status students were similar to or significantly larger than the overall effects.

Phonological working memory and non-verbal complex working memory as predictors of future English outcomes in young ELLs

2020 ◽  
pp. 136700692094813
Author(s):  
Michelle J White
Keyword(s):  
Working Memory ◽  
English Language Learners ◽  
Low Socioeconomic Status ◽  
Limited English Proficiency ◽  
English Language ◽  
Formal Schooling ◽  
Phonological Working Memory ◽  
Low Socioeconomic ◽  
Language Measures ◽  
Verbal Complex

Aim of the study: The aim of this longitudinal study was twofold: first, to determine whether the relationship between working memory measures and language performance in young English language learners (ELL) remains constant over the year. The second aim was to determine if performance on working memory tasks predicts future performance on language measures. Methodology: The participants were 27 ELLs between the ages of 5 and 6 years who were in their first year of formal schooling and attended the same mid-low socioeconomic status school in South Africa. The participants were tested three times throughout the year on tasks of working memory and an English assessment battery. Data analysis and results: Mixed effects models and multiple linear regression were used to address the aims of the study. The first aim of the study showed that there are significant correlations between all working memory measures and all language measures in varying strengths across the year. The second research aim further elaborated on this by showing that both phonological working memory and non-verbal complex working memory are implicated in the acquisition of syntax, semantics and pragmatics at different points throughout the year. Implications and originality: Language acquisition in ELLs is not a stand-alone process and working memory measures may be able to predict future language outcomes. This could indicate that working memory measures may be used as an indicator for who may need language intervention, at a time when the ELL only has limited English proficiency and limited English exposure. This research is the first of its kind to originate from Africa, with a sample from low socioeconomic, culturally and linguistically diverse circumstances who are exposed to English consistently for the first time and are tested with working memory tasks with less strong language components.

Factors Associated With Gifted Identification for Ethnically Diverse Children in Poverty

2020 ◽  
Vol 64 (4) ◽  
pp. 243-258
Author(s):  
Courtney Ricciardi ◽  
Allison Haag-Wolf ◽  
Adam Winsler
Keyword(s):  
Elementary School ◽  
English Language Learners ◽  
Academic Performance ◽  
School Readiness ◽  
Large Scale ◽  
English Language ◽  
Latino Students ◽  
Language Learner ◽  
Second Grade ◽  
Gifted Identification

We analyzed data from a large-scale ( N = 39,213), longitudinal study of urban students to assess child factors (gender, ethnicity, English language learner status, school readiness skills, type of pre-K attended, early elementary school academic performance) prospectively associated with eventual gifted identification in elementary school. Overall, 14.2% of students were identified as gifted in K-5th grade, with the majority identified by second grade. Multivariate logistic regression analyses revealed that White and Latino students were more likely to be identified as gifted than Black students, even controlling for poverty and early academic performance. English language learners, boys, and those who attended public school pre-K programs were more likely to be identified controlling for other factors. School readiness assessments were also useful for predicting giftedness.

scholarly journals The Effect of Meeting Opportunities on Local Urban Residents’ Prejudice against Migrant Children in China

2021 ◽  
Author(s):  
Jaap Nieuwenhuis ◽  
Xinyi Shen
Keyword(s):  
Public Schools ◽  
Low Socioeconomic Status ◽  
Migrant Children ◽  
School Level ◽  
Urban Migration ◽  
Reverse Causality ◽  
Migrant Students ◽  
Low Socioeconomic ◽  
Children And Parents ◽  
The Social

This article explores the effect of meeting opportunities between local urban and nonlocal residents on locals’ prejudice against migrant children in China by focusing on three contexts: friendships, schools, and neighborhoods. China’s hukou policy creates a boundary between urban and rural residents, which also takes the form of locals and nonlocals in rural-to-urban migration. Urban public schools with a mix of local and migrant students offer a chance to observe the intergroup relationships between local and nonlocal students as well as their parents. Using the two waves of data of the China Education Panel Survey (CEPS), this study examines how changes in the migrant friends, schoolmates, and neighbors of local children affect changes in their parents’ prejudice among a sample of 1,630 student-parent pairs. With longitudinal data, this study mitigates the effect of reverse causality between intergroup contact and prejudice. The findings show that parents whose children have more migrant friends have less prejudice, under certain conditions. Additionally, more nonlocal students in the school are related to less prejudice, especially among parents who are more embedded in the school. Furthermore, local families with low socioeconomic status experience an increase in prejudice, potentially due to an increased feeling of threat. Besides, this article finds that prejudiced attitudes spread through the social networks of children and parents at the school level. This study emphasizes the importance of different contexts of meeting opportunities and sheds new light on the generalizability of the contact hypothesis to the understudied context of Chinese internal migration.

scholarly journals Social determinants and changes in energy drink consumption among adolescents in Norway, 2017–2019: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. e049284
Author(s):  
Siri Kaldenbach ◽  
Tor A Strand ◽  
Beate Stokke Solvik ◽  
Mads Holten-Andersen
Keyword(s):  
Low Socioeconomic Status ◽  
Social Determinants ◽  
Energy Drink ◽  
High Energy ◽  
Cross Sectional Study ◽  
School Level ◽  
School Students ◽  
Cross Sectional ◽  
Low Socioeconomic ◽  
Energy Drink Consumption

ObjectivesTo describe the social determinants and development in energy drink consumption among Norwegian adolescents in 2017, 2018 and 2019.DesignCross-sectional, online, annual, nationwide surveys (Ungdata).SettingResponses collected online from January 2017 to December 2019.ParticipantsLower and upper secondary school students (n=297 102) aged 12–19 years who responded in 2017, 2018 and 2019.Main outcome measuresFrequency of energy drink consumption.ResultsOver the 3-year period, 66.4% of the men and 41.8% of the women had consumed energy drink once a week or more. The proportion of female high consumers (consuming energy drink more than four times a week) increased from 3.3% to 4.9% between 2017 and 2019; for male, the increase was from 9.8% to 11.5%. In females, the proportion of high consumers increased with 24% (relative risk; CI) (1.24; 1.09 to 1.41) from 2017 to 2018 and 46% (1.46; 1.31 to 1.62) from 2017 to 2019. The corresponding increases in males were 10% (1.10; 1.01 to 1.20) from 2017 to 2018 and 12% (1.12; 1.05 to 1.19) from 2017 to 2019. Any energy drink consumption as well as high energy drink consumption were independently associated with school level, less central residency, low socioeconomic status, physical inactivity and high leisure screen time.ConclusionWe found an increase in high consumers among both boys and girls between 2017 and 2019. The observed increase in energy drink consumption among adolescents can explain some of the increased sales of energy drink in Norway.

scholarly journals Epidemiology of Male Sexual Dysfunction in Asian and European Regions: A Systematic Review

2020 ◽  
Vol 14 (4) ◽  
pp. 155798832093720
Author(s):  
Muhammad Irfan ◽  
Nik Hazlina Nik Hussain ◽  
Norhayati Mohd. Noor ◽  
Mahaneem Mohamed ◽  
Hatta Sidi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Low Socioeconomic Status ◽  
English Language ◽  
Community Based ◽  
Low Socioeconomic ◽  
Poor General Health ◽  
Traditional Medicines ◽  
Asian Populations ◽  
Urinary Tract Symptoms ◽  
Anxiety Depression

Male sexual dysfunctions (MSDs) often remain undiagnosed and untreated in Asia compared to Europe due to conservative cultural and religious beliefs, socioeconomic conditions, and lack of awareness. There is a tendency for the use of traditional medicines and noncompliance with and reduced access to modern healthcare. The present systematic review compared the incidence and factors of MSD in European and Asian populations. English language population/community-based original articles on MSDs published in MEDLINE from 2008 to 2018 were retrieved. A total of 5392 studies were retrieved, of which 50 (25 Asian and 25 European) were finally included in this review. The prevalence of erectile dysfunction (ED) (0%–95.0% vs. 0.9%–88.8%), low satisfaction (3.2%–37.6% vs. 4.1%–28.3%), and hypoactive sexual desire disorder (HSDD) (0.7%–81.4 vs. 0%–65.5%) was higher in Asian than in European men, whereas the prevalence of anorgasmia (0.4% vs. 3%–65%) was lower in Asian than in European men. Age was an independent positive factor of MSD. In European men over 60 years old, the prevalence of premature ejaculation (PE) decreased. The prevalence of MSD was higher in questionnaires than in interviews. The significant factors were age, single status, low socioeconomic status, poor general health, less physical activity, cardiovascular diseases, diabetes, obesity, lower urinary tract symptoms, prostatitis, anxiety, depression and alcohol, tobacco, and drug use. The prevalence of MSD differed slightly in Asian and European men. There is a need to conduct large studies on the various Asian populations for the effective management of MSD.

scholarly journals Peer Acceptance and Cognitive Development

1999 ◽  
Vol 84 (2) ◽  
pp. 611-616 ◽  
Author(s):  
F. F. Sisto ◽  
S. Urquijo ◽  
M. T. C. C. Souza
Keyword(s):  
Cognitive Development ◽  
Low Socioeconomic Status ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Peer Group ◽  
Peer Acceptance ◽  
Low Socioeconomic ◽  
Socially Isolated ◽  
Mental Imaging ◽  
Group Acceptance

To verify whether development of cognitive skills and peer acceptance are necessarily linked, 212 students of low socioeconomic status in the first, second, and third grades of a public school in Brazil were studied. A sociometric evaluation of peer group acceptance in play and study situations was conducted. The cognitive tasks were the mental imaging and conservation of mass and length (operative casks) as well as location of dice and equidistancing arrangements (creation of possibilities tasks). Analysis showed the children identified as desirable study companions had highly developed general cognitive abilities, and those chosen as desirable for both study and play not only had highly developed general cognitive abilities but also highly developed operativeness. Children who were socially isolated, however, had even higher mean cognitive assessment score in relation to both creation of possibilities and general cognitive development than did those with ratings of negative or positive salience.

English Language Learners and the Common Core State Standards: Meeting the Needs of Students With Low Socioeconomic Status and Language Impairment

2015 ◽  
Vol 22 (1) ◽  
pp. 4-14 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Language Arts ◽  
Low Socioeconomic Status ◽  
Language Impairment ◽  
English Language Arts ◽  
English Language ◽  
At Risk Students ◽  
Low Ses ◽  
Low Socioeconomic

The new Common Core State Standards (CCSS), adopted by 46 states, are being widely implemented in our schools. A major concern for educators and speech-language pathologists (SLPs) is that English language learners (ELLs), especially those from low-socioeconomic status (low SES) backgrounds, are at risk for not satisfactorily achieving the standards—particularly in English Language Arts. This risk is magnified for low SES ELLs with language impairment. This article describes (a) the overall goals of the standards, (b) specific risk factors for low SES ELLs with language impairment (“at risk” students), (c) the basic nature of the English Language Arts standards, and (d) practical strategies for SLPs to support at-risk students' performance in English Language Arts. There is a particular focus on “Monday morning” strategies for increasing these students' ability to read and comprehend expository text. This can be accomplished specifically through strengthening underlying vocabulary and morphological awareness skills. Practical intervention ideas are provided.

Sign in / Sign up

Export Citation Format

Share Document