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The study investigates methods to enhance representation of historically marginalized groups in gifted education programs.

Using Universal Consideration and Group-Specific Norms to Identify Students for Gifted Programming: An Empirical Investigation

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The study investigates methods to enhance representation of historically marginalized groups in gifted education programs.
Evaluated universal consideration and group-specific norms in a district-wide sample.
Analyzed data from 7,148 students in grades 1-6.
Calculated representation indices to assess identification methods for gifted programming.
Black and Hispanic students showed underrepresentation in gifted programs (RI < 0.80).
Asian and White students were either well-represented or overrepresented.
Utilizing local-building norms improved representation for Black and Hispanic students, without reducing representation for Asian or White students.

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An empirical investigation shows improved representation of marginalized students in gifted programs, suggesting effective identification methods.

Jared T. Izumi (2026) studied this question.

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An empirical investigation shows improved representation of marginalized students in gifted programs, suggesting effective identification methods.