A pilot study of race, ethnic, gender, and parental education level differences on the Naglieri General Ability Tests: Verbal, Nonverbal, and Quantitative.

This study was conducted to examine the relationships between general intelligence test scores and race, ethnicity, gender, and parental education using the Naglieri General Ability Tests: Verbal, Nonverbal and Quantitative (Naglieri & Brulles, & Lansdowne, 2021) for three samples that closely match the U.S. population. Few differences were found on the preliminary versions of the Verbal (Naglieri & Brulles, 2021; N = 2482), Quantitative (Naglieri & Lansdowne, 2021; N = 2369), and Nonverbal (Naglieri, 2021; N = 2383) Naglieri General Ability Tests. These initial findings suggest that this approach to measuring general ability may ultimately have utility for equitable identification of students from diverse backgrounds for possible inclusion in gifted educational programs. Practitioner points: Minimized Performance Differences: The study found that by addressing language and academic knowledge demands in test content and instructions on the Naglieri General Ability Tests (Verbal, Quantitative, and Nonverbal), performance differences across race, ethnicity, gender, and parental education were minimized.Equitable Assessment: The careful design of the Naglieri General Ability Tests contributed to a more equitable way of assessing students' general abilities, reducing biases traditionally seen in standardized testing for gifted identification.Inclusive Identification Processes: Findings support the development of more inclusive and fair educational practices, ensuring that all students have the opportunity to succeed based on their abilities rather than their background. [ABSTRACT FROM AUTHOR]