A 1982 study revealed that American Indians comprise .8% of public school students, but only .3% of those participating in gifted programs, whereas respective White figures are 73.3% and 82%. Factors contributing to the inappropriateness of standardized assessment tools for identification of gifted American Indian students are neglect of subcultural values, abilities, and knowledge in assessment instruments and procedures; use of exclusive training in application of middle class measurement instruments; belief that object measurement is the only way to conduct assessment; inadequate attention to problems of motivation and negative reactions to the examiner; failure to include sufficient numbers of minority students in standardization calculations; and lack of knowledge about culturally valued talents of American Indian students. Educators must consider whether the child exhibits outstanding powers in one or more abilities valued by the child's culture, measures at a bright average level in national norms in both ability and achievement, demonstrates creativity, and shows leadership potential. Educators must also assess verbal and nonverbal responses, provide adequate time for students to answer, develop questioning procedures to elicit multiple responses on items giving credit for such responses, assess a wide range of abilities, and use a matrix rather than one factor for making decisions. (NEC)