Gifted education is designed to cultivate potential, but for many English Learners (ELs), that opportunity remains out of reach.
Although ELs make up about 10% of the U.S. K–12 population, they represent fewer than 3% of students in gifted and talented programs. We’re talking about just 101,000 of the 5.3 million students in these programs.
Nationally, ELs are identified for gifted programs at only 13% of the rate expected based on their enrollment.
However, states with talented and gifted education policies show schools with higher rates of participation for ELs and underrepresented students, like those with disabilities, according to the Annenberg Institute at Brown University.
Despite the ups and downs, these numbers highlight a deep equity issue.
Talented multilingual students exist in every classroom, but they are often invisible to systems designed without them in mind. Fortunately, momentum is building to close these gaps.
In this blog, we explore what it takes to take the leap.
Barriers That Hold Gifted ELs Back
The challenges facing gifted ELs are layered and rooted in policy, practice, and perception.
These are the most persistent barriers:
• Linguistic bias in assessment: Standardized tests prioritize English proficiency, overlooking giftedness in students still acquiring academic English. While these models keep on assuming monolingual knowledge, the programs will only be accessible to completely bilingual students.
• Overreliance on subjective referrals: Many districts still depend on teacher or parent nominations for gifted programs, which can reflect cultural bias. Families may not understand how or when to advocate, and educators might underestimate abilities because of language errors.
• Limited teacher training: Just as stated before, most educators aren’t trained to recognize giftedness in students learning English, leading to under-referral and misidentification. There are several guides and programs nationwide that seek to communicate the appropriate identification practices for gifted individuals in diverse populations.
• Single-test gatekeeping: Districts that use one high-stakes, English-dominant test to determine eligibility exclude students with high reasoning but limited vocabulary. It is recommended to include nonverbal ability indicators, observations of creativity or problem-solving, and input from parents in the student’s native language.
• Lack of clear, accessible communication: EL families face complex paperwork procedures and receive materials only in English. Even when students qualify, families may not know how to navigate the placement process.
Together, these factors create systemic blind spots that disproportionately impact multilingual learners and their access to gifted and talented programs.
What Works for Equitable Identification in Gifted Education
Districts that have embraced inclusive identification practices are seeing promising results, and state departments like Maryland’s are understanding the issues with the current systems.
Universal Screening for Equity in Prince George’s Country, MD
At Prince George’s Country, they’d made MLL gifted assessment both operational and publicly visible.
Their universal screening practices include that all students Grade 1 to 4 are automatically tested for talented services, and they do so through verbal and non-verbal abilities tests, multiple measures review, and also multiple opportunities to be screened and rescreened.
Even when students enroll in grades 2, 3, or 5, they are still tested and evaluated according to their cognitive abilities, academic performance, and teacher input.
This is one of the greatest examples of how schools and districts can build pathways for students who aren’t still fluent in English but demonstrate advanced cognitive skills and other talents.
State-Wide Support for Gifted MLLs in Maryland
Back in November 2023, the Maryland State Department of Education noticed something: among 420 multilingual learners in grades 3 and 4 who showed particularly rapid English-learning growth and scored in the top 3% of test takers, only 18 had already been identified for gifted programs.
They offer several options and resources for their districts, including project-based learning, peer mentorship programs, language-inclusive supports, and other pieces of research.
Multiple Measures and Inclusive Programming in Tulsa Public Schools, OK
Tulsa screens every second grader using the CogAT, a four-part test that includes verbal and non-verbal abilities.
Additionally, they include assessments to identify ELs with strong growth in English acquisition.
In certain schools, multilingual teachers have partnered to translate parts of the test for students still growing their English proficiency.
While referrals are still taken into account, they have made sure the process is more systematic and identifies potential in all students beyond language.
The district also ensures that every elementary school offers part-time gifted programming, a commitment that expands access and raises expectations for all learners.
What Success Looks Like For Students
When gifted identification becomes more inclusive, the benefits for multilingual learners are immediate and lasting.
Students gain access to challenging, engaging curriculum that recognizes their abilities beyond language proficiency.
In districts like Tulsa or Prince George, students who may have once been overlooked are now thriving in gifted classrooms.
These students develop academic confidence, stronger bilingual literacy, and increased engagement with school.
Specific student-level benefits include:
• Higher academic achievement: Gifted students, including ELs, are more likely to meet or exceed proficiency benchmarks in reading and math, as well as have better performance in high school.
• Improved retention and attendance: Participation in gifted programs can be associated with better school engagement and lower absenteeism.
• Expanded college readiness: ELs in advanced academic tracks might be more likely to complete college-prep coursework and enroll in postsecondary education.
• Stronger bilingual development: When programming values home languages, students retain and build on their bilingual skills rather than replace them.
What Success Looks Like For Families, Communities, and Systems
Equitable gifted identification also creates ripple effects that extend beyond the individual:
• Increased district-wide EL participation in advanced programs: Schools that adopt inclusive practices see measurable shifts in demographics of their gifted populations.
• Higher district credibility and family trust: Clearer communication and successful student outcomes help EL families build stronger relationships with their schools.
• More efficient program resource allocation: Data from inclusive screening allows districts to better understand where needs and opportunities lie across communities.
• Professional development with long-term payoff: Training educators to identify and serve gifted ELs builds stronger instructional capacity across the school system.
Together, these benefits strengthen the broader educational ecosystem and offer long-term gains in equity, achievement, and institutional trust.
Philanthropy’s Role in Closing the Gap
Donors have a vital opportunity to accelerate the shift toward equity in gifted education.
Strategic investments can help districts:
• Launch and evaluate universal screening initiatives that reduce bias
• Purchase nonverbal or culturally responsive assessment tools
• Provide ongoing professional learning on multilingual giftedness
• Create materials and outreach campaigns for multilingual families
• Expand gifted programs in underrepresented regions or schools
With targeted support, funders can help transform promising pilots into sustainable, districtwide solutions.
Let’s support the next generation of gifted bilingual learners by funding programs that identify and nurture talent, no matter what language students speak.
Together, We Can Change the Gifted Landscape
Underrepresentation of multilingual learners in gifted education is not a reflection of their capabilities but a consequence of outdated systems.
The good news is that this story is changing.
Through data-driven reforms and inclusive practices, districts are showing what’s possible when talent is recognized in every language.
Investing in this work means expanding opportunity, building equity, and rewriting the gifted education narrative. The potential is already in our classrooms, we just need the tools to see it.
