ADJUSTMENTS TO TRADITIONAL PROCEDURES FOR IDENTIFYING UNDERSERVED STUDENTS - SUCCESSES AND FAILURES

Thirty-nine school districts were surveyed in a study to examine the s uccess or failure of alternative strategies for identifying gifted stu dents in school districts serving large numbers of culturally diverse students. Many districts listed ethnic/linguistic minorities and econo mically disadvantaged students as important underserved populations. A lternative identification procedures were primarily intended to expand the assessment basis. Factors most associated with success of procedu res included school personnel and assessment practices. Factors causin g problems included testing and policies at state and local levels, as well as a lack of recognition of giftedness as it is manifested in di verse cultural populations.