That is, five out of the six most widely used tests to identify gifted and talented students have characteristics that lead to under-representation of black, Hispanic, Native American and ELL students. This distinction has considerable implications for the types of tests used in the identification process. We describe gifted students as those with high general ability (regardless of their academic skills) and talented students as those who have high achievement (advanced academics). This book chapter provides a critical analysis of the procedures used to identify gifted and talented students. Research evidence is provided which shows that the Naglieri General Ability Tests: Verbal, Nonverbal, and Quantitative, which have nonverbal directions, do not demand knowledge acquired at school and do not require verbal response yield small differences by gender, race, ethnicity, and parental education. The authors suggest that students of color who are intellectually capable (gifted) but perhaps not talented (knowledgeable) could be more equitably evaluated if the verbal comprehension of instructions and verbal and quantitative knowledge were taken out of the tests used for identification. Some (e.g., NNAT), but not all, nonverbal tests help but verbal and quantitative content is omitted. The authors present research showing that traditional IQ tests with their verbal and quantitative questions contribute to under-representation because they yield large differences for students of color. AbstractEven though it is well documented that Black, Hispanic, Native American students have been denied access to gifted education for decades, injustice continues.
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