Most states are experiencing growth in their numbers of public-school students with limited English proficiency. Although many of these students possess the cognitive abilities to warrant placement in gifted programs, they are frequently overlooked in the identification process. As the United States economy increasingly relies on highly-educated workers, it becomes imperative to give our brightest students opportunities to develop their true academic potential, despite the fact that their English-language fluency is still developing. Three states already recognize the need to identify English Language Learners for gifted-education programs, and their policies offer examples to other states hoping to address this challenge.

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