Exemplary interventions and practices that develop the gifts and talents of culturally, linguistically, and ethnically diverse students

Date of Completion

January 2003


Education, Bilingual and Multicultural|Education, Educational Psychology|Education, Special|Education, Curriculum and Instruction




The under-representation of culturally, linguistically, and ethnically diverse (CLED) students in gifted programs has received increasing public attention during the last several years. Even though the Jacob K. Javits Gifted and Talented Students Education Act of 1988 focused on this population of children and called for research and educational reform to improve their education, little is known of nationwide programmatic efforts to address this challenge and find solutions. ^ This study used mixed methodology to examine the successful interventions and practices used in programs nominated as exemplary for identifying and serving CLED students with gifts and talents. The programs included in this study represented all geographic regions of the United States, grades pre-K through 12, and various programming designs. The coordinators of 42 programs completed questionnaires and 25 programs were selected for follow-up telephone interviews, and in-depth case studies were completed. These data were analyzed to determine the exemplary practices used in successful gifted programs for CLED students. ^ The results of this study suggest that more flexible identification procedures, support for students and parents, as well as consistent administrative support were critical to the successful participation of CLED students in gifted programs. ^ The areas in need of additional attention were the evaluation procedures used, collaborative efforts between gifted education and ESL, and parent and community involvement. ^