Issues of inequity have widely caught attention in the field of gifted education. As described in Peters’ (2021) article, scholars proposed diverse methods to solve this issue, such as deleting a verbal subtest from an intelligence measure (Naglieri & Ford, 2003) and investigating the measurement invariance across the groups when developing and checking validity evidence of the HOPE Scale (Peters & Gentry, 2010). However, nonverbal ability tests do not seem to be more effective at identifying underrepresented gifted students (Lee et al., 2021). Similarly, although HOPE Scale scores were invariant across different subgroups indicating no assessment item bias to specific groups, actual score differences were still found among students from diverse backgrounds (Peters & Gentry, 2010). Despite many efforts, the gap has continued; however, as Peters (2021) indicated, the equity issue has never been more explored in our field.

中文翻译：

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在资优教育之外实现公平的挑战和努力：数学教育的启示

不平等问题在资优教育领域引起广泛关注。正如 Peters (2021) 的文章所述，学者们提出了多种方法来解决这个问题，例如从智力测量中删除口头子测试 (Naglieri & Ford, 2003) 并在开发和检查有效性证据时调查各组之间的测量不变性HOPE 量表 (Peters & Gentry, 2010)。然而，非语言能力测试似乎并不能更有效地识别代表性不足的天才学生（Lee 等，2021）。类似地，虽然 HOPE 量表分数在不同亚组之间保持不变，表明评估项目对特定组没有偏见，但在来自不同背景的学生中仍然发现实际分数差异（Peters & Gentry，2010）。尽管做出了许多努力，但差距仍在继续。然而，