A national survey of parent/educator advocacy associations for gifted and talented education found membership ranging from 50 to 6000, with most being organized, led, and managed by volunteers. Associations produce publications and state associations hold annual state-wide conferences. (Author/DB)

Guidelines for promoting gifted education programs are offered, including being judicious in promotion efforts, developing support among different role groups, and strengthening support within role groups (e.g., teachers, parents, students, administrators, community leaders, policymakers, and business leaders). A cyclic model of advocacy stages is…

The author reviews findings of the National Commission on Excellence in Education, notes implications for gifted education, considers conclusions from other reports (such as the Carnegie Foundation Report and the Twentieth Century Fund Task Report), and suggests the importance of collaboration in advocacy for gifted students. (CL)

The author analyzes the occupational or vocational condition of gifted women from an historical point of view and offers some recommendations to ameliorate underachievement in this population. (SBH)

Educators are encouraged to build advocacy for gifted education through the program itself by demonstrating the high quality products of participating students, and through continued commitment to public relations. Factors common to programs that have survived the economic downturn in New England are identified, including sustained advocacy…

This interview with the executive director of the National Association for Gifted Children documents responses to questions about gifted program advocacy, including opposition to differentiated education for gifted students, effective lobbying techniques, and relationships with legislators and the business community. (DB)

Educators of the gifted are urged to use effective media strategies to promote gifted programs, including cultivating contacts with media personnel; targeting newsworthy content; selecting an appealing format for content; enhancing program image through use of the Driver Rider Matrix; writing effective news releases and features; making radio and…

This article argues that providing good gifted and talented education programs is in the nation's economic self-interest and is essential to the United States' future economic competitiveness in the world community. (DB)

This article discusses the critical elements of educational partnerships including leadership, communication, and planning for program development. The Cooperative Alliance for Gifted Education involving Kent State University (Ohio), Cleveland Public Schools, and International Business Machines is described, especially the Joint Partnership…

Utah advocates for gifted and talented education used creative problem-solving processes to design a mutually acceptable mission and goals statement that gave direction to statewide advocacy efforts. The document recognizes ownership of the tasks belonging to each advocacy group and provides flexibility for future growth and development in gifted…

A study examined 61 examples of advocacy from 34 states and selected six sites for case studies. Factors that supported positive outcomes include advocates who are persistent, knowledgeable about both best practices in gifted education and local state political processes, and more often collaborative than adversarial. (Contains references.)…

A case study of a state advocacy group identifies four advocacy phases: educating all about the legislative process, building relationships, getting technical help, and setting goals; gaining recognition and learning to compromise; following a victory by publicizing the benefits and developing regulations; and maintaining relationships and…

A Wisconsin advocacy model for gifted education programs is presented, emphasizing ongoing collaboration and dissemination to most effectively utilize meager resources. Essential elements of the dissemination design are identified, including use of regional sites, requiring participation of an administrator on the team, group problem solving, and…

This case study details the circumstances that led to a revised policy on gifted education in a large suburban school district. It discusses factors that affected advocacy efforts and emphasizes the importance of key individuals, commitment, tenacity, and the necessity of a system being in place for change to occur. (Contains references.)…

New York State does not have a mandate requiring differential instruction for gifted students but has increased services. Factors promoting program development have included financial incentives, mandatory screening, educational reform, and vigorous advocacy. Negative factors associated with lack of a mandate have been inequities in program…