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This study investigated the effectiveness of a performancebased assessment (DISCOVER (Discovering Intellectual Strengths and Capabilities through Observation while allowing for Varied Ethnic Responses)) in identifying gifted minority middle school students. Research questions focused on examining the alignment between DISCOVER and Gardner's theory of multiple intelligences (MI), as well as assessing gender and ethnic differences. Middle school students (n=395) were mostly Mexican American anddoi:10.4219/jsge-2004-446 fatcat:4yhegtcdtzfgvfzc2be2z3pi6u