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Educational reviews on the performance of African American and Latino children often focus on failures, difficulties, and a lack of positive school and family factors that diminish rather than support accomplishments. We hear much about the existence of the achievement gap, but little about what is being done to successfully address it for children of color (Coleman, Winn, & Harradine, 2012). Despite major efforts, there remains a substantial imbalance of membership of children of color in programs for gifted students

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Hands-on science is the ideal platform for observing young children's ability to solve problems, think deeply, and use their creative ingenuity to explore the world around them. Science is naturally interesting and offers authentic reasons to read for information and use math skills to collect, compile, and analyze data. This chapter will share one approach to nurturing and recognizing young children with high-potential: U-STARS∼PLUS (Using Science, Talents, and Abilities to Recognize Students∼Promoting Learning for Underrepresented Students). Each of the five components (high-end learning environments; teacher's observations of potential; engaging science activities; partnerships with parents; and capacity building for system change) will be explained. Concrete examples will be given for each area showing how it works and why it is important. Special attention will be paid to the needs of educationally vulnerable gifted children who remain underserved: racially, ethnically, and linguistically different; economically disadvantaged, and children who are twice exceptional (2e).