A series of conflicting issues related to the characteristics, values, and perspectives of the school and home cultures emerged. The National Research Center on the Gifted and Talented, University of Connecticut. School factors influencing talent development of high ability, Hispanic, bilingual students include a safe school environment, flexible grouping, and English support, when necessary. Teachers of high ability, Hispanic students often have little or no knowledge of the language spoken at home. They have the impression, if a student is not in ESOL, that the student is not bilingual, when in fact many are also biliterate.
Teachers show a limited understanding of the meaning and practices of multiculturalism.
The assessment of Hispanic students should be measured by standards reflecting their ethnic and cultural background. Direct communication needs to be established between school and Hispanic parents including information regarding identification procedures for gifted programs, and methods that parents can use to help their children at home. Professional development needs to be established to help staff understand cultural, linguistic, and learning style differences among high ability, Hispanic students. Classroom teachers should have access to information regarding the linguistic history and current level of Spanish usage of their high ability, Hispanic students.