Underrepresentation of English-Language Learners in Gifted Education and the Influence of Gifted Education Policy

Abstract

English Language Learners (ELL) are the fastest growing population in United States public education and are likely underrepresented in gifted education. This study analyzed a nationally representative sample of the largest school districts (n=311) in the United States accounting for approximately 35% of the total public school enrollment of K12 education. Five pre-registered hypotheses were tested to explore the nature of ELL underrepresentation in gifted education. Eighty-six percent of the schools had ELL relative difference in composition index (RDCI) scores in the large underrepresentation category (< -60), and the pattern of underrepresentation was consistent in all four census regions of the U.S. Underrepresentation in schools with state policy mandates to identify gifted students was no different that ELL underrepresentation in non-mandated policy states. Variables of gifted program inclusiveness (r = .07) and prevalence of ELL student populations (r = .05) were not associated with variation in ELL underrepresentation.