Should the Slosson intelligence test be used as a criterion for selection of black gifted students?

• Main Author: Miller, Marion C
• Format: Others
• Published: DigitalCommons@Robert W. Woodruff Library, Atlanta University Center 1980
• Online Access: http://digitalcommons.auctr.edu/dissertations/3473; http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=4996&context=dissertations

The purpose of this study is to determine if there is a feasible alternative for the selection of black students for the gifted program in the elementary school other than by a predetermined cut-off score on a standardized intelligence test. There has been serious doubt cast on the validity of intelligence tests, especially using non-middle-class, non-white groups for this purpose. This statistical study sought to analyze data obtained from three groups of black students. The population consisted of twenty-seven black students. The students were divided into three groups of nine each. One group of nine qualified for the gifted program on the basis of the Slosson Test and recommendation by their teachers. Another group of nine failed the Slosson and was recommended by their teachers. The control group was considered average by their teachers. During the February - April time period, the students were taken from their classrooms and given instruction through the gifted program for a minimum of two hours per week. The areas of study for these students were natural science, social studies, communicative arts, and mathematics. A pre and post Stanford Achievement Test was administered to the students in the areas of reading and mathematics. An analysis of these scores was made using the t test. The difference in scores between the pre and post tests for reading and mathematics achievement was used for analysis. The .05 level of significance for valid results was used. According to hypotheses’ analysis, the use of the Slosson Test with a predetermined cut-off score had no significance in selecting black students for the gifted program. The analysis of data indicated that students recommended by their teachers for the gifted program will achieve as well as those obtaining the predetermined cut-off score on the Slosson. The analysis of data indicated teacher recommendation was effective in the selection of appropriate black students for the gifted program as opposed to the random selection of average students for the program. The analysis of data indicated teacher recommendation and obtaining the predetermined cut-off score on the Slosson was a better means of selection for the gifted program than random selection of average students. The researcher recommended that more research needs to be done on alternative methods for selecting black gifted students. He also recommended that optional procedures need to be developed for the selection of students for special programs which would not discriminate on the basis of racial or cultural differences. Other recommendations the researcher made were to find a test that is not culturally or racially biased, that the school system provide in-service training programs for teachers and administrators concerning how to identify and select black gifted students, and that administrators and teachers should interpret procedures for selecting black gifted students to parents.