The use of testing specifically for the purposes of talent identification has enormous implications for both students and school systems. Duke TIP’s research investigates the issues surrounding testing and its connections to real-life outcomes.

Sample publications

Brounstein, P.J., & Holahan, W. (1987). Patterns of change in scholastic aptitude test performance among academically talented adolescents. Roeper Review, 10, 110-116.

Jarosewich, T., & Stocking, V. B. (2003). Talent search: Student and parent perceptions of out-of-level testing. Journal of Secondary Gifted Education, 14, 137-150.

Makel, M. C., Kell, H. J., Lubinski, D., Putallaz, M., & Benbow, C. P. (2016). When lightning strikes twice: Profoundly gifted, profoundly accomplished. Psychological Science. doi:10.1177/0956797616644735

Malone, P.S., von Brock, A., Brounstein, P.J., & Shaywitz, S.S. (1991). Components of IQ scores across levels of measured ability. Journal of Applied Social Psychology, 21, 15-28.