Imagine being a student who is academically gifted but whose abilities are not easily identified by teachers.
Then imagine that instead of being identified for testing to determine if you are gifted, you are passed over or, even worse, identified as having behavioral challenges and being in need of special-education services.
Sadly, this scenario is the norm for the tremendous numbers of children who have untapped giftedness but who are not afforded access to gifted programs and services simply because they are not viewed as kids who ultimately could benefit from the gifted program.
For too long, policymakers and many in education have turned a blind eye to the reality that gifted students exist in all populations and communities and that giftedness is not determined by one's skin color, native language or ZIP code.
Recent research out of New York University confirmed these biases. In a study where educators reviewed case studies, participants were more likely to spot attributes of giftedness in white students, recommending a referral for gifted education evaluation, than they were for black students with the same characteristics.
Additionally, researchers at the National Research Center on Gifted Education have found that it is virtually impossible for a...