Representation of Linguistically Diverse Students in Gifted and Talented Services: 2006–2019 Tennessee Trends

Abstract

Students from homes where a language other than English is used—formally known as non–English-language background (NELB) students in schools—have historically been viewed as an “at-risk” group. Their persistent underrepresentation in gifted programs warrants research on their intellectually gifted (IG) representation to ensure that they receive the necessary support regardless of language backgrounds. We describe NELB students’ IG representation and explore their likelihood of IG representation (2006–2019) by language status (Current English learner [EL], Former EL, and Never EL). Results showed variability in IG representation and placement likelihood. Notably, compared with native English speakers (NES), (1) Never ELs were consistently more likely to have IG status, (2) Former ELs were generally similarly or less likely to have IG, and (3) Current ELs consistently less likely to receive IG services. Findings contribute to the understudied area of NELB students’ representation in IG programs and offer nuanced insight by language status.

Plain Language Summary

Representation of Linguistically Diverse Students in Gifted and Talented Services in Schools: 2006–2019 Tennessee Trends

Some students grow up speaking a language other than English at home. In schools, these students are often called non–English-language background (NELB) students. In the past, schools have sometimes seen these students as needing extra help, and many of them have not been included in gifted programs. Gifted programs are special classes or services for students who learn quickly and show strong academic skills. Our study looked at how often NELB students were chosen for gifted programs between 2006 and 2019. We grouped students based on their English-language proficiency. Some were still learning English (Current English learners [ELs]), some had been determined English proficient (Former ELs) and no longer needed additional English-language support, and some never needed English-language support (Never ELs) even though they spoke another language at home. We found that Never ELs were more likely to be chosen for gifted programs than native English speakers. Former ELs were about as likely or slightly less likely to be in gifted programs. Current ELs were much less likely to be chosen for gifted services. These results show that the way schools decide who gets into gifted programs can be different depending on how well students know English. Schools need to make sure all students, no matter what language they speak at home, have a fair chance to be in gifted programs if they have strong academic abilities.