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(TAPAS) has been used to cast a wider net, identifying giftedness beyond academics
(Hemingway, 2022). Such practices recognize potential where it might otherwise be
ignored.
Unidentified gifted students do not receive access to the appropriate instructional
strategies, social-emotional supports, or curriculum differentiation they need.
This leads not only to underachievement but also to a loss of national talent and
innovation, particularly in communities already burdened by systemic barriers
(NAGC, 2024). This missed opportunity further compounds educational inequities,
widening achievement gaps and undermining students’ self-efficacy and aspirations.
Systemic change requires not only better tools but also a cultural shift in how we
define intelligence and achievement. Emphasizing only one type of cognitive
performance or using subjective gatekeeping perpetuates harmful stereotypes and
limits educational equity.

Proposed Solution: A More Equitable Process
New Mexico must adopt a consistent, equitable process (see Table 1) for
identifying gifted students. This can be achieved through two key strategies:
• universal screening in targeted grades (e.g., 2nd, 4th, and 6th); and
• use of local norms to interpret assessment results in context.
These practices have proven effective elsewhere. For example, a Florida district
implemented a nonverbal screener for all second graders. Economically disadvantaged
and ELL students scoring above 115 were referred for full evaluation, resulting in
significantly increased diversity among identified students (Card & Giuliano, 2016).
Implementing these strategies in New Mexico could shift the landscape of gifted
education. Equity becomes the standard, not the exception. Communities would
begin to see a more accurate reflection of their student population in gifted programs,
bolstering public confidence and improving outcomes across demographics.

Table 1
Side-by-Side Comparison of Traditional and Equity-Focused Model

Traditional Model Equitable Framework

Teacher Referral Universal Screening

IQ > 130 Local Norms (Top 5%)

Subjective Judgment Multi-source Data

Addressing Potential Limitations
While broader screening may surface more students, challenges remain. As Ford
et al. (2016) cautioned, bias can persist in interpretation, and not all abilities show
up in test scores. Thus, professionals must be trained to recognize talent in multiple
forms and mitigate their own biases. Further, assessments should include nonverbal
tools and culturally responsive approaches, especially for young children and ELLs.
Critics argue that more testing may not yield more identified students and that bias

24 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators