The author analyzed eleven selected school districts in Texas through a five-year historical period, from 1996-2001. This record showed a similar pattern of underrepresentation that still pervades identification and service of Hispanic LEP students in gifted programs. Hispanic gifted and talented (G/T) students stand out as promising problem solvers, but only when we recognize that gifted persons come from all walks of life and are found in all races and socioeconomic status levels. Data from the eleven school districts revealed inadequate identification tools to determine Hispanic Limited English Proficient giftedness and a lack of awareness of these students’ characteristics among referring teachers. The findings point to an unequal educational opportunity for gifted LEP students that call into question their equal protection under constitutional law.

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