Degree

Doctor of Education (EdD)

Department

Educational Foundations and Leadership

Document Type

Dissertation

Abstract

This study investigates district-level practices that promote equitable identification of giftedness among underserved student populations, particularly those who are culturally, linguistically, and ethnically/economically diverse (CLED) (Briggs et al., 2008; Briggs & Renzulli, 2009; Lewis & Novak, 2019). Grounded in Renzulli’s Schoolwide Enrichment Model, the research addresses persistent disproportionality in gifted education by examining how universal screening, teacher education, and alternative opportunities for talent development—such as student academic portfolios, teacher referrals, and nonverbal ability tests—can expand access or limit barriers to gifted services. Drawing from a solid literature base, the study emphasizes systemic barriers rooted in traditional IQ-based identification and subjective referral processes and highlights the need for culturally responsive and inclusive identification practices. Employing a multiple case qualitative design, the research utilizes purposeful sampling of eight district gifted program representatives across seven states. Data collection includes a structured questionnaire and follow-up semi-structured interviews, with thematic analysis and triangulation ensuring validity and reliability. The findings aim to inform policy and practice by identifying expandable strategies for proportionate gifted identification for underserved students across various educational contexts.

Date

2-6-2026

DOI

https://proquest.com/docview/3347845042

First Committee Chair

Christine Briggs

First Committee Member

Amanda Mayeaux

Second Committee Member

Toby Daspit

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