Assumptions underlying the identification of gifted and talented students

This study examined a national sample of classroom teachers, teachers of the gifted, administrators, and consultants from rural, suburban, and urban areas regarding their assumptions about the gifted identification process. Respondents indicated the degree to which they agreed or disagreed with 20 items that reflected guidelines for a comprehensive identification system. Five factors were derived from 20 items. Respondents favored the use of individual expression criteria, ongoing assessment, multiple criteria for identification, and consideration of contextual factors. Teachers of the gifted and respondents from urban areas were more likely to favor these strategies. The sample opposed restricting identification to the sole use of achievement or IQ scores.