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Comparison of group measures in identification of rural, culturally diverse gifted students
1Department of Special Education, University of Southern Mississippi, Hattiesburg 39406-5115.
Abstract:
The focus of this article is on the identification of rural, culturally diverse gifted children. The Culture-fair Intelligence Test and the Standard Progressive Matrices were administered to 652 students enrolled in Grades 3 to 8 of rural elementary schools. Scores from these two tests and the California Achievement Test are reported. Their usefulness in the identification of gifted children is discussed.
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