“…These authors noted that high-ability learners ("the top quartile," in their definition) are proportionally represented by ethnic group at first grade, but that differential attrition rates from this quartile cause substantial differences in gifted program representation to emerge over subsequent years. This is not a new issue; since at least the 1970s, scholars have endeavored to find or develop alternative measures that might identify populations of gifted learners who would be more closely representative of the larger school populations from which they are drawn (e.g., Bruch, 1971;Johnsen & Ryser, 1997;LeRose, 1986;Masten, 1985;Peters & Gentry, 2010). A consistent theme of many of these studies has been that traditional intelligence tests are biased against learners from specific racial, ethnic, and/or economic backgrounds.…”