This action-research dissertation explored how Standard Age Scores on the "Cognitive Abilities Test™" ("CogAT®") (Cognitive Abilities Test) Screening Form of underserved populations, as identified through gifted literature, compared to those students who are traditionally overserved with mental gifted identification within the State College Area School District's gifted universal screening process. The study used "t" tests to compare multiple assessment results between student population groups as defined by race or English Learner (EL) status. Statistical significance was identified in all assessments comparing verbal and nonverbal composite and alternative composite scores between the underserved and non-underserved groups. No statistical significance was identified when comparing the score results of the underserved English as a Second Language (ESL) group with African American/Black and Hispanic students. These findings align with other research studies, suggesting the under-identification of gifted students from underserved populations when cognitive IQ is used as a main identification criterion. Results also suggest that to support additional identification through universal screening when using the "CogAT" Screening Form, the school district should utilize lower cutoff scores and/or develop alternative pathways to identification. This research also supports the importance of additional advocacy and policy modifications in the Commonwealth of Pennsylvania to achieve equitable access to gifted education screening, identification, and programming. [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.]