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One of the motivators of this surge in interest seems to be a series of research reports by economists, including Card and Giuliano’s 2015 paper“Can universal screening increase the representation of low income and minority students in gifted education?” Dr. Lakin was fortunate tobe asked to contribute to a special issue of the Journal of Advanced Academics where she and Dr. Matthew McBee wrote independent reviews of this paper translated for the gifted research field.  \nIn the original study, Card and Giuliano took advantage of a“natural experiment” where they were able to compare program diversity in a school district that moved from an identification process initiated by teacher or parent referral to a new process that began with every second grade student completing a screening assessment. This is called universal screening. The researchers were interested in the proportion of historically underrepresented minorities (such as English learners, Hispanic students, and African-American students) identified with the new program.  \nBasics of Universal Screening  \nUniversal screening is an identification practice where all students in a targeted grade are administered an initial screening instrument. Scoring at or above a pre-determined cut-score on the screener leads to further consideration for placement and/ or services in a gifted and talented program, usually involving at least one additional placement or confirmation assessment. The  \n1  \nalternative to universal screening is often a referral process where parents or teachers recommend students for screening (or testing) for gifted services. Some research has suggested that a referral only process introduces bias into the identification process and may lead to less representative gifted programs.  \nThe key finding of their study was that the universal screening system was more effective than the previous teacher and parent referral system in addressing the underidentification of AfricanAmerican, Hispanic, female, low socioeconomic status, and English learner students. Another important finding was that using universal screening greatly increased the number of students referred overall in the first screening stage and therefore requiring the second stage placement test to be identified for services. Because the district in the study used individually administered intelligence tests for placement, this led to substantial resource demands.  \nReferral-First Program Universal Screening Program  \nMultidimensional Ability Test to Guide Identification and Placement  \n1  \nBASICS OF UNIVERSAL SCREENING  \n 2  \nFINDINGS: IMPACT ON IDENTIFICATION ERRORS  \n 3  \nIMPLICATIONS FOR PRACTICE  \n 4  \nCITED LITERATURE AND AUTHOR BIOGRAPHIES  \nUniversal screening was more effective than the previous referral system in addressing under-identification.  \nOne challenge in using universal screening processes is deciding which assessment to use for screening, given the time and resources required to test all students. Another question is how to set cut-scores on the screening test to be inclusive enough to identify all students who could be successful while not overwhelming the program with excessive placement testing, which will require more time and resources to administer.  \nIn this issue of Cognitively Speaking, we will address some of the logistical issues of how to select screening and placement tests effectively and what effect liberal (low) versus restrictive (high) screening test cut-scores will have on the number of students who meet the cut-score on the placement test.  \nData Background  \nThe data used in these analyses were gathered in a large, diverse school district in [the southwest U.","cbCaiqvveN0eEkwk","https://ap.wps.com/l/cbCaiqvveN0eEkwk","pdf",1489515,"English","# Basics of Universal Screening\n## Universal screening vs. referral-first identification\n# Data Background\n## CogAT Form 6 and achievement test measures\n# Findings: Impact on Identification Errors\n## Research question on screening- vs placement-based identification\n# Implications for Practice\n## Choosing assessment types and setting cut-scores","[{\"question\":\"What is universal screening in gifted and talented identification?\",\"answer\":\"Universal screening administers an initial screener to all students in a targeted grade. Those scoring at or above a predetermined cut-score receive further consideration for placement or services through additional assessments.\"},{\"question\":\"How does universal screening differ from referral-first identification processes?\",\"answer\":\"Referral-first approaches rely on parents or teachers recommending students for gifted screening. The article notes that referral-only processes can introduce bias and may produce less representative gifted programs.\"},{\"question\":\"What challenges arise when implementing universal screening?\",\"answer\":\"Key challenges include selecting which assessments to use within limited time and resources, and setting cut-scores that are inclusive enough to identify students likely to succeed while avoiding excessive placement testing demands.\"}]","Universal Screening in Gifted and Talented Identification: Implementation and Overcoming Challenges | PDF",1791179259]