This monograph reviews the role played by public policy in the education of gifted students. It describes the special rule making in identification, placement, program, and accountability. These rules emerge from legislation, court decisions, administrative rule making, and professional standards. Special problems involving racial discrimination, acceleration, teacher supports, and parental options are discussed. Tensions raised by the two competing American values of equity and excellence are addressed. Five policies are recommended for fulfilling the nation's commitment to educating gifted students: (1) the development of multidimensional protocols for identification of gifted students; (2) the mandating of greater participation of minority students in programs for gifted students; (3) greater support for efforts to develop curricula for gifted students that are differentiated from the general curriculum; (4) development of evaluation procedures that focus on improved student performance on high-level tasks; and (5) more support services for teachers working with gifted students. (Contains 81 references.) (DB)