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From https://ncrge.uconn.edu/wp-content/uploads/sites/982/2018/06/NCRGE-EL-Report-1.pdf

The National Center for Research on Gifted Education released a report last June: "Exploratory Study on the Identification of English Learners for Gifted and Talented Programs."

According to the executive summary, "English learners (ELs) are the fastest growing population of learners in the United States (National Center for Education Statistics, 2013). However, despite the growing numbers of ELs, their representation in gifted identification and programming continues to lag behind not only traditional populations of learners from advantaged communities (Callahan, 2005), but also other underserved populations of learners (Iowa Department of Education, 2008; Matthews, 2014). The United States Department of Education, Office for Civil Rights (2014) indicated that 2% of ELs are enrolled in gifted and talented programs, as compared to 7% of non-ELs. Historically, there is an underrepresentation of students from culturally, linguistically, and economically diverse (CLED) communities in gifted and talented programs.

"A comprehensive literature review on gifted ELs (Mun et al., 2016) determined that identification procedures and policies have been cited as the crux of the problem. To further investigate this issue and seek solutions, a preliminary theory of change for EL gifted education (including the four phases of pre-identification, preparation, identification, and placement) was developed and tested by the National Center for Research on Gifted Education (NCRGE, 2016).

"A quantitative analysis of data from three states with mandated gifted identification policies confirmed that ELs were generally underrepresented in gifted and talented programs, even in states with mandates."

Access the full report at https://ncrge.uconn.edu/wp-content/uploads/sites/982/2018/06/NCRGE-EL-Report-1.pdf

Read an article about the report at https://www.languagemagazine.com/2018/11/28/recognizing-gifted-english-learners/