Identification concerns and promises for gifted students of diverse populations

Classes for gifted students have continued to lack a representative number of diverse, minority students commensurate with their numbers in the population. The concern for this population of students has generated much discussion about why there has been so much difficulty in identifying these students, as well as how effective standardized identification instruments and authenticated checklist and curricula changes can be promising activities for the future. There is still much resistance to movements away from the IQ test as the only assessment technique: however; the increasing number of minority students makes changes for the future necessary and has generated some creative solutions to be considered. These issues and recommended changes are discussed in this article.