Improving the Identification of English Learner Students for Talented and Gifted Programs

English learners are much less likely than their non-English learner peers to be identified for talented and gifted (TAG) programs. While educators are increasingly aware of practices to support correct identification of English learners with disabilities, few are using equitable practices to ensure that they are considered for TAG programs. The purpose of this infographic was to support districts and schools in their efforts to create evidence-based processes for evaluating whether English learners should be placed in TAG programs.