A panel of 29 experts in gifted education defined the term "gifted"; identified 6 gifted education issues as being most critical; and suggested 53 actions for federal, state, and local government agencies. The most important issue was curriculum, followed by identification, teacher training and selection, special populations, goals, and…

Guidelines for promoting gifted education programs are offered, including being judicious in promotion efforts, developing support among different role groups, and strengthening support within role groups (e.g., teachers, parents, students, administrators, community leaders, policymakers, and business leaders). A cyclic model of advocacy stages is…

This article argues that providing good gifted and talented education programs is in the nation's economic self-interest and is essential to the United States' future economic competitiveness in the world community. (DB)

This interview with the executive director of the National Association for Gifted Children documents responses to questions about gifted program advocacy, including opposition to differentiated education for gifted students, effective lobbying techniques, and relationships with legislators and the business community. (DB)

A Wisconsin advocacy model for gifted education programs is presented, emphasizing ongoing collaboration and dissemination to most effectively utilize meager resources. Essential elements of the dissemination design are identified, including use of regional sites, requiring participation of an administrator on the team, group problem solving, and…

New York State does not have a mandate requiring differential instruction for gifted students but has increased services. Factors promoting program development have included financial incentives, mandatory screening, educational reform, and vigorous advocacy. Negative factors associated with lack of a mandate have been inequities in program…

This article reviews the literature on grouping and argues for flexible grouping of students according to ability and achievement levels and maintains that grouping gifted students heterogeneously and providing cooperative learning leads to lowered achievement and motivation and poorer attitudes toward school for gifted students. (DB)

This article focuses on the importance of acceleration and grouping for gifted students in the context of school reform and recommends a set of decision-making guidelines for each issue including flexibility in entrance and exit requirements for courses, opportunities for telescoping and grade skipping, various forms of grouping, and independent…

A survey of 50 directors of gifted education in state departments of education found that fewer than half of the states have requirements specific to gifted education for certification/endorsement. A table summarizes current certification criteria for each state. The need for certification/endorsement and periodic review is noted. (Author/JDD)