Instead, she suggests these students should be identified via local norms, meaning students would be chosen based on their performance within their school. Rambo-Hernandez points out that this identification process fails to consider student context and access to opportunities. Students are usually identified for gifted services by achieving the highest scores based on national comparisons. The over-reliance on using national norms to identify students for services tends to over-identify these students who come from privilege.” Local Vs. “These students also tend to have parents with more social capital and knowledge of the educational system, which enables them to more effectively advocate for gifted services.

Students who come from privileged backgrounds have better access to opportunities,” Rambo-Hernandez said. “Unfortunately, student access to opportunities still falls along racial and socio-economic lines. One of her main interests is in the area of gifted education. Karen Rambo-Hernandez, associate professor in the Texas A&M University College of Education & Human Development’s Department of Teaching, Learning and Culture, studies access for all students to high-quality education. Research has shown traditional methods of identifying these students overlook millions of children from underrepresented groups, but they are not very hard to find. More than three million students in the United States are identified as gifted – meaning they perform at a remarkably high level of accomplishment when compared to others of the same age.

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