Abstract
Sixty-five Hispanic students were referred for an evaluation to assess whether they qualified for placement in a program for gifted and accelerated students. All students were administered the WISC-R, OLSAT, CTBS (or the CAT), Culture Free SEI and the TDT. Results indicate that these subjects, as a group, scored higher on the individually administered WISC-R and that this test identified the highest proportion of students as accelerated and gifted students. The lowest scores were with the OLSAT and the reading achievement scores. Intermediate scores were with the language and math academic test scores along with the self-esteem and divergent thinking inventories. These discrepant test results are explained in terms of classroom curriculum, construct validity of the tests and issues surrounding individual vs. group test administration.
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