ABSTRACT
How can schools make better use of information they routinely collect that can help them identify academically talented students? How can they use the same kinds and diversity of information they use for talent identification with middle-class, English-speaking students to identify academically talented English language learners (ELL) or students with low socio-economic status (SES)? How can educators avoid being misled by poorly normed tests or misusing scores from state achievement tests that have no norms?
