![]() ![]() There are two persistent, major debates or controversies surrounding minority students’ intelligence test performance. Racially and linguistically diverse students (African Americans, Hispanic Americans, and Native Americans) are under-represented in gifted education and over-represented in special education (see Council of State Directors of Programs for the Gifted and National Association for Gifted Children, 2003 U.S. In gifted education, low test scores often prevent diverse students from being identified as gifted and receiving services in special education, low test scores often result in identifications such as learning disabled, mentally retarded, and so forth. These two educational fields rely extensively on tests to make educational and placement decisions. ![]() Nowhere are the debates and controversies surrounding intelligence more prevalent than in gifted education and special education. There is a great deal of concern and debate about the low performance of racially and linguistically diverse students-African Americans, Hispanic Americans, and Native Americans-on standardized tests, as well as their under-representation in gifted education.
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