Not nearly enough money is going into the identification and development of gifted and talented children. Policy is more concerned with eliminating inequity than developing talent. A strong belief in equal treatment and opportunity has been translated into special education efforts for children in crisis, but not for children with special gifts. The federal role in helping gifted students has been tentative, and in comparison with concern for the handicapped, minimal. Budget and legislative decisions have been made not on the basis of what might be of ultimate benefit to society but on what is the greatest immediate crisis. To develop programs for gifted students, key administrative leadership is needed. Established and competent elementary and secondary training programs can provide the base upon which an intensive inservice training program, especially training, and improved leadership is presented. (SAS)