Universal screening is one of the most-common topics and well-accepted best practices within the field of gifted and talented education. There appears to be little disagreement that universally screening all students as part of a gifted and talented identification process results in fewer missed students. But surprisingly, there is little guidance…

To what extent are Hispanic and Latinx students with gifts and talents proportionally identified? To what extent are they missing from identification (ID) due to lack of access or underidentification? This study used the Office of Civil Rights data for the years 2000, 2011-2012, 2013-2014, and 2015-2016 to investigate national and state…

This study examines some teacher sociodemographic factors and school characteristics that may influence teachers' identification of gifted students. Teachers initially nominated a sample of 505 students aged 7-17 years (M = 11.51, SD = 2.07), but only 359 completed a general intelligence test and 225 reached the minimum percentile to be considered…

Students who are Black or Hispanic have long been disproportionately represented in K-12 gifted and talented services. However, there are schools that have diverged from this trend by identifying atypically high numbers of Black and Hispanic students. In this conceptual replication of Peters and Johnson, we present predictors of whether a school…

The current study leveraged comprehensive data from a large school district to better understand the degree to which disproportional representation in gifted education can be explained by mean assessment score differences across racial and socioeconomic groups. The findings indicate that after controlling for nonverbal ability, cognitive ability,…

Spatial reasoning -- the ability to mentally visualize, transform, and recognize symbolic information -- is known to predict long-term success in many educational and occupational areas, including in STEM. Despite this, spatial reasoning measures are virtually absent in K-12 tests. Thus, such strengths are not prioritized in gifted identification…

Gifted education in Brazil presents some characteristics due to the reality of South American countries. This study aims to describe the current situation of the programs for the gifted in Brazil from the Education and Learning Capital Model (ELCM) perspective. The procedure utilized was the analysis of documents and publications and an online…

This article discusses the issue of inequities in educational leadership, of which we attribute largely to social capital and how educators interpret this capital. This concept is presented along with a range of leadership styles commonly accepted in education. An argument is made for using Funds of Knowledge as a lens for understanding leadership…

This study assessed stakeholder perceptions across 12 gifted programs in respect to the extent to which the programs were perceived to be effective in carrying out the formal operations required of the program in the areas of identification, curriculum, instruction, and assessment. These areas were aligned to the National Association for Gifted…

Gifted education policies vary across the United States. Previous studies have demonstrated a disconnect between these policies at state and district levels, but alignment of school-level practices with state and/or district policies is unknown. To further examine these relationships, we examined via qualitative document analysis state and…

The current study conducted an online survey to understand the challenges and needs teachers face for identifying and nurturing students with twice exception. Among 896 respondent schools, 179 schools were reported to have 277 identified 2E students. The results indicated that schools with both gifted and disability classes/programs or services…

The Gifted and Talented (G/T) Neighborhood Program (K-12) is designed to provide services for G/T students at their neighborhood schools or for non-zoned G/T students on a valid transfer (other than Vanguard Magnet transfers) that meet the criteria for identification established by district guidelines. All qualified students are served in their…

Within the discipline of special education is academically gifted education, and this distinct area is not typically required as a topic of focus in traditional teacher preparation programs for regular education teachers. Therefore, it is essential that current research is conducted and published that provides educators, both general and special,…

Implementing programs for gifted students requires solutions on multiple levels of the education system. In this article, Heinz Neber suggests streamlining the topic with five interacting, systemic levels. Each level requires its own definitions and clarifications. These should be coordinated and prioritized according to prominent goals and…

K-12 gifted and talented programs have struggled with racial, ethnic, socioeconomic, native language, and disability inequity since their inception. This inequity has been well documented in public schools since at least the 1970s and has been stubbornly persistent despite receiving substantial attention at conferences, in scholarly journals, and…