Which of the following practices is least likely to identify gifted students from diverse backgrounds?

Relying primarily on standardized tests is least likely to identify gifted students from diverse backgrounds. Standardized tests often reflect cultural, socio-economic, and linguistic biases that can disadvantage students from varied backgrounds. These assessments typically measure a narrow range of skills and may not accurately capture the diverse talents and abilities of gifted students, particularly those from underrepresented groups.

In contrast, using non-standard assessments can provide a broader perspective on a student's abilities by considering different forms of intelligence and creative thinking. Encouraging academic acceleration recognizes and fosters the capabilities of gifted students, allowing them to progress through the curriculum at their own pace, which is essential for effective identification and nurturing. Providing mentorship programs also plays a crucial role in supporting diverse talent by connecting students with caring adults who can guide and advocate for them, allowing for a more holistic approach to identifying and developing giftedness.