We analyzed data from a large-scale (N = 39,213), longitudinal study of urban students to assess child factors (gender, ethnicity, English language learner status, school readiness skills, type of pre-K attended, early elementary school academic performance) prospectively associated with eventual gifted identification in elementary school. Overall, 14.2% of students were identified as gifted in K-5th grade, with the majority identified by second grade. Multivariate logistic regression analyses revealed that White and Latino students were more likely to be identified as gifted than Black students, even controlling for poverty and early academic performance. English language learners, boys, and those who attended public school pre-K programs were more likely to be identified controlling for other factors. School readiness assessments were also useful for predicting giftedness.

中文翻译：

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与贫困中不同种族儿童的天才识别相关的因素

我们分析了大规模（N = 39,213）城市学生的纵向研究数据，以评估儿童因素（性别、种族、英语学习者状态、入学准备技能、参加学前班的类型、小学早期学习成绩）预期与小学最终的天才识别相关。总体而言，14.2% 的学生在 K-5 年级被认定为有天赋，其中大多数被认定为二年级。多变量逻辑回归分析显示，白人和拉丁裔学生比黑人学生更有可能被认定为有天赋，即使控制了贫困和早期学习成绩。英语语言学习者、男孩和参加公立学校学前班课程的人更有可能在控制其他因素后被识别出来。