Minoritized and marginalized, Asian-Americans have been underrepresented and understudied in educational research (Park & Foley-Nicpon, 2022; Plucker, 1996). The 20.6 million-strong community contains more than 20 ethnicities (Monte & Shin, 2022), and the community’s rich cultural and linguistic diversity needs open science research to create contextually-sensitive and effective interventions and policies that close educational gaps. This collaborative problem-solving session introduces a case example of Asian-Americans and Twice-exceptionality and connects scholars to brainstorm using Open Science Practices (OSPs) to increase transparency and representation in education research. Efforts dedicated to studying and serving Asian-American twice-exceptional (AA2e) talented students are deficient (Ling et al., 2014; Park & Foley-Nicpon, 2022), and this problem is partially caused by widely used aggregated data which indicate that Asian-American students in the United States are over-represented in talent development (TD) programs but in effect hide the diversity within the large Asian community (Monte & Shin, 2022; Yoon & Gentry, 2009). The truth is that AA2e students demand more attention as individuals who demonstrate both high achievement potential and one or more contextually-defined disabilities (National Association of Gifted Children, n.d.). For example, based on U.S. Department of Education data (2022) and National Association of Gifted Children guidelines (n.d.), we estimate that over 12,120 AA2e students receive special education services that do not appropriately serve their talents. To better serve AA2e students, we wish to promote open research that can inform decision-makers with updated, accessible, and contextually sensitive data. Research that is done under the tenets of Open Science can offer contextual knowledge to answer questions relevant to the most pressing needs of local decision-makers and is especially credible and useful for policy-makers (Aczel et al., 2020; Coburn et al., 2013; Lupia & Elman, 2014). For example, The John W. Gardner Center for Youth (JGC) at Stanford University, a research group aimed to improve youth’s life, uses data in California to investigate the effectiveness of different activities organized by communities and provides its findings to Redwood City 2020 (RWC2020), a California-based organization devoted to supporting community-wide efforts to facilitate youth development to help RWC2020 members make evidence-based decisions (Coburn et al., 2013). It is evident that transparency, the pillar of Open Science, and local relevance in JGC’s research promote the advancement of practices. Thus, we hold that work that is done under the principle of Open Science and provides locally relevant information can facilitate effective policy-making. OSPs can support nuanced, equitable, and effective solutions to current problems in education. Our session’s goal is to collaboratively generate strategies that participants can apply in future studies. Presenters will provide an overview of how OSPs support educational equity and facilitate a discussion about conducting open research with minoritized and marginalized groups. Participants will identify barriers related to using OSPs in studies with historically underrepresented populations (e.g., anonymity for small participant groups) and, in relation to the conference theme, leverage their demographic and informational diversity (Sung & Choi, 2019) to “hack” their unique contextual challenges about applying OSPs and design innovative solutions.