Abstract
We examined the utility of the Screening Assessment for Gifted Elementary Students (SAGES) for identifying Hispanic gifted students among 162 third through fifth graders, of whom 75% were Anglo-American and 25% Hispanic. Direct discriminant analysis of subscale scores of the SAGES classified 93.2% of the sample as Anglo-American, including 35 of the 41 Hispanic children. This indicated that the subscale scores did not predict group membership. A validation procedure yielded similar results on an independent sample of 25 Anglo-American and 14 Hispanic children. Also, a multivariate profile analysis indicated small score differences between the two groups and reflected similar cognitive processes being assessed. The screening device appears to function fairly within both ethnic groups.
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