In the 21st century, what does a defensible, equitable model of gifted and talented student identification look like? For too long, gifted education's reason for being has been unclear, and the students it has served have been from too narrow a segment of the student population. With renewed attention to equity and personalized learning, gifted…

Finding and developing talented youth from low-income backgrounds is an ongoing challenge for U.S. gifted education policy. These students face strong headwinds, whereas advantaged students enjoy favorable tailwinds, and these factors accumulate throughout K-12, higher education, and beyond. Jonathan Wai and Frank C. Worrell explain how talented…

Houston school officials noticed their best performing low-income students weren't applying to Ivy League and selective colleges. In response, they created EMERGE, a program that develops and guides talented youths toward a top-college path.

The debate over special programs for the gifted must not obscure the basic questions: To whom will the gifts be delivered? How much emphasis are we willing to place on equality of opportunity for all children? (Author/IRT)

Three changes must be made if more students are to be served by programs for the gifted: the concept of giftedness must be broadened, a shift from a trait to a developmental view of giftedness is needed, and whatever concept of giftedness is embraced, it must be fundamentally nonelitist. (Author/IRT)

Describes a program that identifies gifted mathematics students and places them in an accelerated program. (IRT)

Describes the Texas Academy of Mathematics and Science, a residential school for youths talented in mathematics and science. TAMS students, who come as eleventh graders, take only regular college courses taught by university faculty members. They complete the last two years and the first two years of college in just two academic years. (MLH)

The author finds an unacceptably high level of elitism in California's program for "Mentally Gifted Minors." (IRT)

Defends California's program for "Mentally Gifted Minors" from charges of elitism. (IRT)

A Wisconsin elementary school program for talented and gifted students has provided a receptive atmosphere for curricular innovation that has proven beneficial for the entire school. (JBM)

Addresses four questions: How do we define "gifted"? What are the human capacities of gifted children that we should help to develop? What is the responsibility of the gifted to society? How can we best help these children both to develop their human capacities and to fulfill their social responsibility? (Author/IRT)

Standardized test instruments inherently and systematically impose limitations on experiential-cognitive relevance, especially in reinforcing the convenient separation of individual aptitudes from the total development and socialization of a child. (Author/IRT)

Concerned about the serious underrepresentation of culturally different students in gifted programs, the Palm Beach County (Florida) Schools developed a pilot project that established a system for identifying minority students with potential and for designing a course of study to meet their educational needs. The program featured enrichment,…

This report describes the second year of an award-winning summer enrichment program aimed at developing independent learning skills and encouraging lifelong learning in gifted elementary students. The program featured contact with university scholars actively involved in problem solving, introduction to general bodies of knowledge, and in-depth…

Although all students need more and better science classes to face the next century's challenges, students gifted in science also need access to dedicated teachers willing to assist their learning progress and encourage their production of original research projects. Integrating the science curriculum would also benefit gifted and other students.…