ABSTRACT
Identification of gifted students remains one of the most controversial aspects of gifted programming. This controversy stems from the lack of a consistent definition of giftedness (Davis & Rimm, 1994), which makes identifying giftedness tricky; diversity in the ways in which giftedness is operationalized from school district to school district, sometimes referred to as the “geographic giftedness” phenomenon (Borland, 1989); and a lack of understanding of the technical aspect of measurement involved in the identification process.
