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English learners (ELs) are the fastest growing population of learners in the United States; however, despite the growing numbers of ELs, their representation in gifted identification and programming continues to lag behind not only traditional populations of learners from advantaged communities, but also other underserved populations of learners. We visited 16 elementary and middle schools across the three states, selected because they were exemplary in their identification of gifted ELs. The NCRGE team conducted group and individual interviews with a total of 225 administrators; district gifted coordinators; gifted specialists; classroom teachers; parents/guardians/caretakers; and school psychologists or counselors, yielding a total of 84 transcripts. Group and individual interviews were transcribed, coded, and analyzed. Our research findings led to the following recommendations for review and reflection for stakeholders involved in designing and implementing gifted and talented programs: (a) Adopt a policy of universal screening of all students in one or more grade levels for the identification process. (b) Create alternative pathways to identification, allowing schools to use a variety of different assessment instruments (including native language ability and achievement assessments and reliable and valid nonverbal ability assessments) and to apply flexible criteria to ensure that students' talents and abilities are recognized. (c) Establish a web of communication to ensure that all stakeholders (administrators, district gifted coordinators, classroom teachers, gifted specialists, psychologists, multilingual teachers, and parents/guardians/caretakers) are aware of the identification system in its entirety and are empowered to interact with one another in all components. (d) View professional development as a lever for change, providing information to gifted specialists, classroom teachers, psychologists, and parents/guardians/caretakers on identifying giftedness in multiple ways and creating a school climate with the goal of identifying students' strengths rather than weaknesses.

While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not found in gifted and talented education programs across the nation. The underrepresentation of ELs in gifted programs is both a societal and a research problem. This report presents the results of a systematic review of the literature related to the most effective practices used to identify and serve ELs for gifted education services. We examined and categorized a final selection of 45 theoretical and empirical articles under four major themes: nomination, screening/assessment, services, and identification models. Implications and areas of future research are discussed.