![]() ![]() Your school district can talk about programming and identification procedures. In most cases, they will be the repository for education laws and policies, and they may also have lists of public and private schools that serve gifted students as well as designated personnel and website information specifically for gifted education. To inquire further about your state policies and opportunities for your gifted child, contacting your state’s department of education or your school district page is one of the best places to start for seeking state-specific information related to gifted education. However, six states have neither state nor local level identification policy or procedure. In 12 states where there are no state-level mandates for the identification of gifted students, local school districts and local educational agencies set gifted policy and procedures. To learn more about definitions of giftedness, see the following post.Įven if most states have a definition for giftedness, only 32 states have specific legislative policy mandating the identification of students who are gifted. Research shows that although nearly all states (all except Massachusetts and South Dakota) have an established definition of giftedness, there is significant variation in how states identify or categorize what constitutes gifted and talented. On the policy side, the 1972 federal definition continues to be relied upon in a majority of state definitions. What is the definition of giftedness for your state and where does it come from? Although theoretical definitions of giftedness can include all kinds of abilities related to leadership, creativity, arts, etc., this breadth does not always extend to definitions used by schools. There can be benefits to this, as national standards may not be as helpful as local norms which take into account local variations in ability or achievement. This means that state and local districts are primarily responsible for defining and operationalizing gifted education. When it comes to gifted education, there are few federal policies. What distinguishes these two students and produces such different educational outcomes? The answer may not always be ability or unfairness, but location. Such a scenario of two equally-performing students receiving different educational opportunities, strange as it may sound, could actually be more common than you might think. The student who is identified as gifted is then exposed to programming with unique opportunities, while the other student follows his school’s standard curriculum. Now, imagine that only one of these students is identified as gifted by their school. Imagine this scenario: two students both test above their grade level and have similar scores in math and reading.
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