The purpose of this quantitative, correlational-predictive study was to assess if and to what extent second-grade student race (operationalized as minority status) and student socioeconomic status (operationalized as eligibility for Free and Reduced Lunch) predict second-grade student classification as gifted under two scenarios: using the current method involving a single assessment and using the alternative complex assessment, in a school district in Florida. Gardner's Theory of Multiple Intelligences served as the framework for this study. Two research questions referred to the predictive relationships of second-grade student race and socioeconomic status (eligibility for the FRL program) with student classification as gifted under the two scenarios. The sample for this study included 3,617 students' records for the academic school year 2020-2021. The researcher completed a binomial regression for each research question. Based on the single assessment scenario, the binomial model significantly predicted gifted identification, [chi-squared](2) = 27.597, p = < 0.001. Only minority status (being non-White or Asian) was a statistically significant predictor of classification as gifted: B = -1.091, W[subscript T] (1, N = 3,617) = 19.845, p < 0.001; it decreased the odds of being classified as gifted by 33.6% (Exp(B) = 0.336). Based on the complex assessment scenario, the binomial model significantly predicted gifted identification, [chi-squared](2) = 31.123, p = < 0.001. Only minority status was a statistically significant predictor of classification as gifted: B = -0.267, W[subscript T] (1, N = 3,617) = 9.742, p = 0.002; it decreased the odds of being classified as gifted by 76.5% (Exp(B) = 0.765). The study findings are relevant to strategies for gifted student identification. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]