Students who are Black or Hispanic have long been disproportionately represented in K–12 gifted and talented services. However, there are schools that have diverged from this trend by identifying atypically high numbers of Black and Hispanic students. In this conceptual replication of Peters and Johnson, we present predictors of whether a school offers gifted services (i.e., access) and representation indices for Black and Hispanic students (i.e., equity) within schools that enroll 10 or more Black or Hispanic students. Our results show that state policy mandates for gifted education are predictive of higher levels of access to and equity within gifted services for these schools. The average achievement and socioeconomic status of the district were positive predictors of access and equity while the district proportion eligible for special education services was a negative predictor of both. Finally, we end with a description of how the top 5% most-equitable schools in the country look different from their peers.

中文翻译：

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谁拥有识别人才的人才？黑人和西班牙裔学生公平资优鉴定的预测因素

长期以来，黑人或西班牙裔学生在 K-12 天才服务中所占的比例一直不成比例。然而，有些学校却偏离了这一趋势，发现黑人和西班牙裔学生的数量异常高。在彼得斯和约翰逊的概念复制中，我们提出了学校是否为招收 10 名或更多黑人或西班牙裔学生的学校中的黑人和西班牙裔学生提供天才服务（即入学机会）和代表性指数（即公平）的预测因素。我们的结果表明，国家对资优教育的政策要求预示着这些学校资优服务的获取机会和公平性会更高。该地区的平均成就和社会经济地位是入学机会和公平的积极预测因素，而有资格获得特殊教育服务的地区比例是两者的消极预测因素。最后，我们以描述该国前 5% 最公平的学校与其他学校有何不同作为结尾。