ABSTRACT
Currently BLs are underrepresented in gi¯ed programs and achievement gaps are increasing between high-performing lower socioeconomic (SES) students and their peers from higher economic groups. According to the US Department of Education (2004/2006), the national percentage of all public school students identi‹ed as gi¯ed and talented was 6.7%, with 7.9% for White students, 4.3% for Latin@s, 5.2% for American Indian/Alaskan Natives, 3.5% for African Americans, and 11.7% for Asian/Paci‹c Islanders.
