The Difference in Measure of Academic Progress (MAP) Assessment Scores of Third and Fourth-grade Students Later Identified as Gifted and Students Not Identified as Gifted

Abstract

The purpose of this study was to analyze the difference in reading and math MAP Assessment scores of third and fourth-grade students who were later formally identified for gifted special education services and third and fourth-grade students who were not formally identified for gifted special education services. The research design for this study utilized a quantitative research method based on non-experimental design. Archival data were used for this study. The sample was limited to third and fourth-graders attending one of the 35 elementary schools in School District ABC. Data were collected from five testing intervals which included Winter 2015, Spring 2016, Fall 2016, Winter 2016, and Spring 2017. The four research questions related to the reading and math MAP Assessment scores of third and fourth-grade students who were later formally identified for gifted special education services and third and fourth-grade students who were not formally identified for gifted special education services were analyzed using an independent samples t test. The results from hypothesis testing indicated a significant difference existed in the reading and math MAP Assessment scores of third and fourth-grade students who were later formally identified for gifted special education services and third and fourth-grade students who were not formally identified for gifted special education services. The results of testing indicated that third and fourth-grade students who were later formally identified for gifted special education services scored significantly higher on the reading and math MAP Assessment than third and fourth-grade students who were not formally identified for gifted special education services.