The following HTML text is provided to enhance online
readability. Many aspects of typography translate only awkwardly
to HTML. Please use the page image as the authoritative form to
ensure accuracy. Minority Students in Special and Gifted
Education stract reasoning by having students select which
pattern pieces fit best into an overall array or matrix. While
the cultural neutrality of the abstract patterns is appealing,
its usefulness for gifted and talented identification has not
been fully tested. One study found that scores on the test were
not related to school performance (Mills et al., 1993), and it
does less well at predicting academic achievement than most
intelligence tests or specific ability measures (Baska, 1986;
Raven, 1990). This does not suggest that the Raven’s is less
able to identify exceptional ability; it may be that the
students who score well are exceptional in respects not well
tapped by school programs. The validity of these alternative
methods and their effects on disproportionality