Document Type

Honors Project

First Advisor

Dr. Mark Hogan

Degree Award Date

Fall 2013


Gifted Programs, Identification Procedures, English Language Learners


Educational Assessment, Evaluation, and Research | Gifted Education | Language and Literacy Education


Under-identification of English language learners (Ells) in gifted programs is partially a result of identification procedures that do not account for cultural and linguistic differences. This paper explores the literature regarding research into gifted ELL identification and investigates five school districts' identification methods, accommodations for Ells in identification procedures, and avoidance of biases in procedures. Research was conducted through surveys and interviews with gifted and ELL coordinators as well as analysis of data provided by the state's education department. Districts used formal assessments and teacher and parent rating scales. They did not directly accommodate for Ells in identification, but did translate some necessary documents or provide interpreters for parents; some also viewed scores through the lens of students' backgrounds.