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

Students from homes where a language other than English is used—formally known as non–English-language background (NELB) students in schools—have historically been viewed as an “at-risk” group. Their persistent underrepresentation in gifted programs warrants research on their intellectually gifted (IG) representation to ensure that they receive the necessary support regardless of language backgrounds. We describe NELB students’ IG representation and explore their likelihood of IG representation (2006–2019) by language status (Current English learner [EL], Former EL, and Never EL). Results showed variability in IG representation and placement likelihood. Notably, compared with native English speakers (NES), (1) Never ELs were consistently more likely to have IG status, (2) Former ELs were generally similarly or less likely to have IG, and (3) Current ELs consistently less likely to receive IG services. Findings contribute to the understudied area of NELB students’ representation in IG programs and offer nuanced insight by language status.