Staff from the Texas Education Agency informed the committee that at least one district had used race, ethnicity or gender as part of its scoring process for identifying students for gifted‑and‑talented services. The committee asked staff to investigate whether targeted rule amendments are needed to clarify statewide minimum expectations for identification and assessment.

Kristen McGuire of TEA’s Office of Special Populations said the agency discovered a district practice that factored demographic characteristics into the scoring rubric used to decide gifted placement. TEA staff said the State Board’s rule and state plan require districts to adopt identification processes using criteria developed by the board, but those rules allow districts broad discretion and TEA does not routinely review every district’s scoring rubric.

Committee members asked whether the board can forbid collecting demographic data for screening while still allowing districts to track demographics once students are identified. Members suggested possible language options to prohibit scoring on race/ethnicity or to require that demographic variables be used only for outreach and equity monitoring rather than for awarding placement points. Kristen McGuire said staff will work with the committee and legal counsel to propose rule language if the committee desires.

Why it matters: using race, ethnicity or gender as scoring factors in identification could raise statutory and legal concerns and create unequal pathways into gifted services; committee members signaled a desire to balance local control with consistent statewide minimums and transparent identification processes.

Supporting details: staff asked the committee to send any suggested changes by September so TEA can draft proposed amendments for later consideration. The item was discussion only; staff did not propose specific language at the June meeting.