Fairness, Equity and Representation
MHS is honored to be partnering with educators, researchers, and practitioners to improve the identification and support of high potential youth across ever-increasingly diverse communities. We are excited to join professionals in the field of gifted and talented education in the fight to combat underrepresentation across the nation.
Discover a new generation of measures designed to directly address Fairness, Equity, and Representation.
Dr. Dina M. Brulles, is the Director of Gifted Education at Paradise Valley Unified School District in Arizona where she has developed a continuum of gifted education programs, preschool through high school. She is also the Gifted Program Coordinator at Arizona State University. Dina currently serves on the NAGC Board of Directors as Governance Secretary and previously served as their School District Representative. Dina was a co-recipient of NAAGC’s inaugural 2014 Gifted Coordinator Award, the 2019 Book of the Year Award, and the Professional Development Network Award in 2013.
Dina co-authored the books: A Teacher’s Guide to Flexible Grouping and Collaborative Learning, Designing Gifted Education Programs: From Purpose to Implementation, Differentiated Lessons for All Learners; The Cluster Grouping Handbook; Teaching Gifted Kids in Today’s Classrooms; and Helping All Gifted Children Learn. Dina assists school districts in developing, supporting, and evaluating gifted programs with an emphasis on increasing equity and diversity. Having implemented and supervised the Schoolwide Cluster Grouping Model, she has become a recognized expert in that practice.
Co-author of the new Naglieri General Ability Tests–Verbal.
Dr. Jack A. Naglieri is a Research Professor at the University of Virginia and Senior Research Scientist at the Devereux Center for Resilient Children. He obtained his Ph.D. in Educational Psychology from the University of Georgia in 1979, taught school psychology at Northern Arizona University (1979-1982), The Ohio State University (1982 to 2000), and George Mason University (2000-2010). Dr. Naglieri’s main interest is in the development of psychological and educational tests and the implications these approaches have for diagnosis and academic or emotional interventions. He is the author of the Naglieri Nonverbal Ability Test which is widely used for identification of gifted children. He is also well known for his neurocognitive theory of intelligence referred to as PASS and measured with the Cognitive Assessment System and applied to the classroom using the book Helping Children Learn. He has published nearly 20 books, 35 tests and rating scales, and more than 250 research papers. His most recent tests include the Autism Spectrum Rating Scale (2010), Comprehensive Executive Function Inventory (2013), and the Cognitive Assessment System 2nd Edition (2014). He is also author of the Naglieri General Ability Tests – Verbal (Naglieri & Brulles), Quantitative (Naglieri & Lansdowne) and Nonverbal (Naglieri) which are currently in development. In summary, Dr. Naglieri has an extensive research program that includes scholarly research, books, and psychological tests with an emphasis on uniting sound theory with scientific practice.
Author of the new Naglieri General Ability Tests–Nonverbal. Co-author of the Naglieri General Ability Tests–Verbal and the Naglieri General Ability Tests–Quantitative.
Dr. Kimberly Lansdowne is the founding Executive Director of the Herberger Young Scholars Academy, a secondary school for highly gifted students at Arizona State University.
She received her doctorate at Arizona State University (ASU) in 2008 and has a lengthy career in teaching and administration at universities, colleges, public and private schools. At ASU (2004-present), she develops and teaches undergraduate and graduate level education classes for Mary Lou Fulton Teachers College. She typically teaches education courses on curriculum, instruction, testing, measurement and special needs. At Scottsdale School District (2000-2010), Kimberly was the Director of Gifted Services and served as a district level administrator overseeing several programs with over forty faculty and staff members.
Kim’s professional contributions have been recognized by her colleagues in education as evidenced by being selected as the 2014 Arizona Association for Gifted and Talented Administrator of the Year. Additionally, she was elected to serve locally, nationally and internationally in organizations that advocate for gifted students: Arizona Association for Gifted and Talented (2000-2008), National Association for Gifted Children (2003-2010) Diversity and Equity Committee, and Center for Talented Youth, Ireland Advisory Board (2014-present).
Co-author of the new Naglieri General Ability Tests–Quantitative.
Dr. Steven I. Pfeiffer is Professor Emeritus at Florida State University, where he served as Director of Clinical Training. Previously he was a Professor at Duke University and served as Executive Director of Duke University’s gifted program, TIP, and before that, Executive Director of the Devereux Institute of Clinical Training and Research in Villanova, PA. He served in the US Navy Medical Service Corps as a Clinical Psychologist. He is author of over 200 monographs, book chapters, and articles and twelve books, including the APA Handbook of Giftedness and Talent (2018), the Handbook of Giftedness (2018; Springer), and Essentials of Gifted Assessment (2015, Wiley). A popular speaker and workshop leader, he is lead author of the Gifted Rating Scales (2003, 2021).
Co-author of the new Gifted Rating Scales Second Edition (GRS 2).
For further reading, please download the original report: Gentry, M., Gray, A., Whiting, G. W., Maeda, Y., & Pereira, N. (2019). Gifted Education in the United States: Laws, Access, Equity, and Missingness Across the Country by Locale, Title I School Status, and Race.
Visit the Civil Rights Data Collection (CRDC) website to search for more information about your school or district :
A NEW GENERATION OF MEASURES
designed to directly address Fairness, Equity, and Representation
Author Team: Jack A. Naglieri, Ph.D., Kimberly Lansdowne, Ph.D., and Dina M. Brulles, Ph.D.
Authors Jack A. Naglieri, Ph.D., Kimberly Lansdowne, Ph.D., and Dina M. Brulles, Ph.D., in partnership with MHS, are thrilled to introduce the Naglieri General Ability Tests. These three separate tests measure general intellectual ability across verbal, nonverbal, and quantitative content areas.
Test items were carefully designed to allow students to solve problems regardless of the language they speak, significantly reduce the amount of formal knowledge required, eliminate the need for verbal responses to the test questions, and greatly reduce cultural influences so the tests measure general intellectual ability as fairly and equitably as possible.
Administration Type: Group
Administration Time: approximately 30 minute
The Naglieri–V test uses universally recognized pictures that are appropriate across cultures, representing verbal concepts, rather than presenting questions orally or in writing. The test questions require students to understand the relationships among six pictures to determine what verbal concept is shared by five of the pictures and which does not represent the concept.
Administration Type: Group
Administration Time: approximately 30 minutes
The Naglieri–NV test is comprised of questions that are presented using diagrams and pictorial format for younger children. These questions require the student to decipher the logic behind the relationships among shapes, their color, sequences, orientation, etc. to determine which option completes the pattern.
Administration Type: Group
Administration Time: approximately 30 minutes
The Naglieri–Q test is composed of questions that are presented using numbers and shapes representing simple numbers arranged in a pattern. The test items require students to examine the relationships, patterns, and sequences among numbers and/or symbols using basic math concepts. There are no math word problems so the items can be solved regardless of the language(s) spoken by students.
The Naglieri General Ability Tests and the Identification of Traditionally Underrepresented Students in Gifted & Talented Education
• Initial research found minimal differences across gender, race, ethnicity, and parental education level¹
• The three tests were developed to achieve equity for all gifted students
• AERA, APA, NCME Standards for Educational & Psychological Testing with respect to Reliability, Validity, and Equity are addressed
• Automated scoring using local norms provide educators with multiple score options at the click of a button
• Any combination of the three tests can be used to best meet your school district’s unique needs
Author Team: Steven I. Pfeiffer, Ph.D. and Tania Jarosewich, Ph.D.
Ages: 4:0 to 18:11
Rater Types: Teacher & Parent
Children can display high potential across many areas outside of intelligence alone: creativity, leadership, artistic talent, motivation, intellectual, and academic ability. For decades, the Gifted Rating Scales (GRS) has been trusted worldwide to identify children for gifted and talented educational programs. It is among the most researched tests with over 30 articles published on its reliability and validity.
MHS, in partnership with Steven I. Pfeiffer, Ph.D. and Tania Jarosewich, Ph.D., are proud to announce the Gifted Rating Scales Second Edition (GRS 2) is currently in development.
- Parent form
- Automated calculation of local norms
- Option to select and administer specific scales
- School Age form extending to age 18:11 years
- Ability to generate multi-rater reports
- Inconsistency Index (an indicator of potentially invalid response style)
- National norms updated in 2019 matching 2018 U.S. census in terms of age, gender, race, and region (new Parent form includes parental education level)