In many ways, we all have a voice in determining how schools value and nurture students' gifts and talents.įind practical advice about getting involved and making your voice heard at all levels. Because this task isn't always easy, NAGC is committed to increasing awareness of the importance of quality gifted education programming for high-ability learners. In many instances, gifted students must rely on a persistent parent, a responsive teacher, or an innovative school administrator to ensure that they are adequately challenged in the classroom. Who makes decisions about gifted students' experiences in school?Īlmost all decisions about gifted education are made at the state and local level.Īlthough many school districts recognize that gifted and talented students are individuals with unique needs, state laws, local policies, and available funding vary widely, resulting in disparity of services between school districts and uneven protection for gifted and talented students under the law. Learn more about Gifted Education in the U.S. Department of Education's Office of Civil Rights estimates that six (6) percent of public school students are enrolled in gifted and talented programs. How many gifted children are there in the U.S.? Note: States and districts are not required to use the federal definition, although many states base their definitions on the federal definition. Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities The current definition, which is located in the Elementary and Secondary Education Act, is: The current federal definition of gifted students was originally developed in the 1972 Marland Report to Congress, and has been modified several times since then.
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