Equality Versus Equity in Multiple Measures: Gifted Identification Matrix Assessment Across Demographic Groups

Abstract

The use of multiple criteria/modes for gifted identification is generally believed to improve the validity and reliability of measurements in several ways, including being more appropriate for identifying culturally, linguistically, and economically diverse students. Many districts using multiple criteria/modes combine them in some fashion, including in the use of an identification matrix. However, the method for combining these measures itself can be psychometrically unsound and has been previously shown to influence which students are identified as gifted. This study explored measurement invariance of an in-use gifted identification matrix with 22,280 Kindergarten and fifth grade students to determine if the matrix performs equivalently across demographic/grade level groups. Although some matrix components performed similarly across various groups, no single component of the matrix functioned equivalently across all demographic/grade level groups. Patterns in the results are discussed, as well as recommendations for future use of identification matrices with diverse student populations.