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Download full textColorado State Dept. of Education, Denver. – 1999
These guidelines for gifted and talented education in Colorado are organized into four sections following the preliminary information, which lists key personnel for the Colorado State Board of Education, the Colorado State Department of Education, and the State Advisory Committee for Gifted and Talented Student Education. The first section offers…
Descriptors: Ability Identification, Definitions, Elementary Secondary Education, Eligibility
Peer reviewedRizza, Mary G.; Morrison, William F. – Roeper Review, 2002
Ninety-two preservice or inservice teachers were asked to categorize characteristics and behaviors according to whether each described a student identified with an emotional/behavior disability (EBD), who is gifted, both, or neither. Results revealed stereotypical thinking in the identification of characteristics of students labeled EBD. Results…
Descriptors: Ability Identification, Behavior Disorders, Elementary Secondary Education, Emotional Disturbances
Direct linkJob, Kristen E.; Babchuk, Wayne A. – Journal of Ethnographic & Qualitative Research, 2022
Few researchers have examined the identification practices and services provided to gifted and talented students in rural settings. In this case study, we explored these processes from different perspectives, that of the gifted student, the parent(s) of the gifted student, a teacher of the gifted student, and the administrator(s) of the gifted…
Descriptors: Student Attitudes, Rural Schools, Academically Gifted, Identification
Lockhart, Kari; Meyer, Melanie S.; Crutchfield, Kacey – Journal of Advanced Academics, 2022
Programs for gifted and talented education should be guided by research-based practices, but states' policies vary in their recommendations for programming, and in how they hold local education agencies accountable for implementing those recommendations. State plans for gifted and talented education rely on the voluntary compliance of districts to…
Descriptors: Academically Gifted, Gifted Education, State Policy, School Districts
Nobbe, Christine; Doyle, Madelyn – Missouri Department of Elementary and Secondary Education, 2021
This document provides guidance for establishing a levels of services (LoS) model for gifted and advanced learners. The Advisory Council on the Education of Gifted and Talented Students recommends that all Missouri public school districts, regardless of size, provide varied and multiple services to meet the needs of gifted and talented learners.…
Descriptors: Gifted Education, Talent, Advanced Students, Public Schools
Jolly, Jennifer L.; Robins, Jennifer H. – Australian Journal of Teacher Education, 2021
Education policy signals the level of support or importance for high-performing or gifted and talented students to school leaders, educators, parents, and other stakeholders. These policies communicate the value or goals of departments of education. Given the importance of education policy, there remains a void in the analysis of gifted and…
Descriptors: Foreign Countries, Academically Gifted, Gifted Education, Educational Policy
Baker, Bruce D.; Friedman-Nimz, Reva – Leadership and Policy in Schools, 2002
The goal of this study is to present a brief, statistically rigorous assessment of the determinants of the availability of gifted and talented programming both across and within states. Of particular interest is whether gifted and talented program opportunities are randomly distributed across students by their socioeconomic status and race across…
Descriptors: Access to Education, Gifted, Programming, Geographic Location
Gubbins, E. Jean; Siegle, Del; Peters, Pamela M.; Carpenter, Ashley Y.; Hamilton, Rashea; McCoach, D. Betsy; Puryear, Jeb S.; Langley, Susan Dulong; Long, Daniel – Journal for the Education of the Gifted, 2020
The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming…
Descriptors: Academically Gifted, Talent Identification, English Language Learners, Disproportionate Representation
Gubbins, E. Jean; Siegle, Del; Peters, Pamela M.; Carpenter, Ashley Y.; Hamilton, Rashea; McCoach, D. Betsy; Puryear, Jeb; Langley, S. D.; Long, D. – Grantee Submission, 2020
The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming…
Descriptors: Academically Gifted, Talent Identification, English Language Learners, Disproportionate Representation
Plucker, Jonathan A.; Wells, April; Meyer, Melanie S. – Gifted Child Today, 2022
Identification for gifted and talented services is governed by state and local policies. Inclusive, student-centered policies can support equity and excellence by ensuring that all students have access to appropriate levels of academic challenge. Gifted programming standards, evidence-based interventions, and emerging strategies can provide…
Descriptors: Identification, Educational Policy, Equal Education, Academic Achievement
Mun, Rachel U.; Hemmler, Vonna; Langley, Susan Dulong; Ware, Sharon; Gubbins, E. Jean; Callahan, Carolyn M.; McCoach, D. Betsy; Siegle, Del – Grantee Submission, 2020
The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming…
Descriptors: English Language Learners, Academically Gifted, Talent Identification, Gifted Education
Nobbe, Christine; Davis, Kristin – Missouri Department of Elementary and Secondary Education, 2019
This document provides guidance for establishing a levels of services (LoS) model for gifted and advanced learners. The Advisory Council on the Education of Gifted and Talented Students recommends that all Missouri public school districts, regardless of size, provide varied and multiple services to meet the needs of gifted and talented learners.…
Descriptors: Academically Gifted, Public Schools, School Districts, Gifted Education
Nelson, Jenna – AERA Online Paper Repository, 2023
In the study of focus in this paper, I analyze the curricular experiences of fifth- through eighth-grade culturally and linguistically diverse (CLD) Latina learners in their English Language Arts (ELA) dual language gifted and talented education (GATE) program. This research aims to understand the curricular experiences of CLD students…
Descriptors: Literacy Education, Hispanic American Students, English, Language Arts
Schmitt, Ara J.; Piselli, Kate; Hoffman, Rachael L.; Schreiber, James B. – Contemporary School Psychology, 2021
"Gifted or talented" is a student exceptionality category that in many states requires a formal eligibility procedure to qualify for specialized school programming (Gallagher et al. 2014). Researchers agree that there is a historical overreliance on IQ in determining service eligibility; however, no brief parent rating scale appears in…
Descriptors: Academically Gifted, Measures (Individuals), Factor Structure, Eligibility
Equitable Access, Locale, Funding, and the Alignment to Performance Ratings in Texas Gifted Programs
Hodges, Jaret; Crutchfield, Kacey; Lee, Lindsay Ellis – Journal for the Education of the Gifted, 2021
Self-assessments utilizing designated, objective standards are critical in program evaluation. Although 2013-2014 Texas policy mandated districts self-assess their gifted programs using the community and student engagement performance rating system, little is known about how districts determined their self-assessment ratings. Following gifted…
Descriptors: Academically Gifted, Gifted Education, Program Evaluation, School Districts
