Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale

Abstract

The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.

Who Gets Identified? The Consequences of Variability in Teacher Ratings and Combination Rules for Determining Eligibility for Gifted Services for Young Children

“…Those judgments are subject to biases or simply tendencies for different teachers to use different parts of the scale (e.g., some teachers tend to rate students more generously than others; some teachers are inclined toward using the higher end of the scales whereas others may be inclined towards using the lower end of the scales). The variability between raters may also exist due to teachers’ narrow conception of giftedness, particularly when serving diverse gifted students or special populations (Neumeister et al, 2007; Pereira, 2021; Siegle & Powell, 2004; Siegle et al, 2010). For example, one study examined teachers' conceptions of giftedness by the amount of training in gifted educationteachers with at least 12 hours of gifted education coursework (35%) were compared to teachers with fewer than 12 hours of gifted education coursework (65%).…”