Identification of students with high abilities/giftedness in basic education: a study on the relationship between socioeconomic and educational factors

Abstract

In order to understand the factors that influence the identification of students with high abilities and giftednes in basic education, a quantitative study was conducted based on public data made available by the National Institute for Educational Studies and Research Anísio Teixeira (INEP) and the Institute for Applied Economic Research (IPEA). Analyses were conducted related to the states of the Southeast region of Brazil, covering the years 2012 to 2021, employing inferential techniques and using a multiple linear regression model as a basis. The results indicate that investment in education, the presence of teachers without a teaching degree, the type of school network (private or public), the Gini Index, and per capita income influence the identification of students with high abilities and giftednes. The results found, as well as the rejected hypotheses, also contribute to the demystification of common sense assumptions that high abilities/giftedness are related to a privileged school environment. Although income has a notable influence on the identification process, the public education system still encompasses the majority of Brazilian students and needs solid actions for the identification, inclusion, and retention of these students. It is concluded that for studies with this bias, it is recommended to use variables related to the school environment structure, teachers' availability to assist high abilities and giftednes students, the use of psychometric evaluations, among others, which may become relevant in the variation of estimated coefficients.