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

This article examines the representation of students from non–English-language backgrounds (NELB)—specifically Current English Learners (Current ELs), Former ELs, and Never ELs—in intellectually gifted (IG) programs in Tennessee schools from 2006 to 2019. Using state longitudinal data and logistic regression analyses, the study found that Never ELs, who are proficient in English upon school entry despite speaking another language at home, were consistently more likely than native English speakers (NES) to be identified as intellectually gifted. Former ELs showed similar or slightly lower likelihoods of IG identification compared to NES peers, while Current ELs, who are still acquiring English proficiency, were significantly underrepresented in gifted services. The findings highlight the central role of English proficiency in IG identification and suggest that current assessment and referral practices may disadvantage students still developing academic English, underscoring the need for equitable identification procedures that recognize giftedness independent of English language proficiency.