Abstract
This study examines test bias as it affects the identification of low socioeconomic status (SES) children for placement in gifted programs. A battery of cognitive abilities tests was administered to students recommended for consideration for gifted placement. Students were divided into two groups, students from low SES backgrounds and students from average to above average SES backgrounds. Test scores were compared to determine if differences in test scores existed between the two groups. Analysis of the test scores indicated that the primary reason low SES students did not meet criteria for gifted placement was low test scores on the verbal subtests.
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