Updated Report on State Policies Related to the Identification of Gifted Students.

Abstract

This report provides an analysis of state policies to identify specific policy barriers to identification of gifted students and to locate states with model policies to facilitate the identification of underserved gifted students (culturally diverse, economically disadvantaged and students with disabilities). The analysis of each state's documents looked at six areas: (1) legislation; (2) definitions of gifted; (3) standard identification practices; (4) nonstandard identification practices; (5) due process and grievance procedures; and (6) specific references to gifted students from special populations. Forty-three states have policies on screening. Formal identification often relies on the use of multiple criteria with 46 states incorporating outside school activities, work samples or products and 43 states including measures of creativity. Thirty-three states have mandates for gifted education which are supported by some level of funding. Forty states specifically mention culturally diverse gifted students and 38 include economically disadvantaged children. Students with learning disabilities are addressed by 38 states, and students with sensory and physical disabilities are mentioned by 36 states. Overall findings indicate that, although state policies do not appear to be preventing full services to special populations, program demographics indicate underrepresentation of special groups. Four possible barriers are postulated including: lack of local understanding of state policies; fear of overwhelming numbers if identification is opened; lack of resources; and lacx of ownership by individuals from special populations towards the program for gifted students. The content analysis matrix is appended. (9 references) (DB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER IERICI D4his document has been reproduced al received horn the person or organization onginating it P Minor changes have been made to improve reproduction nuahly Points of view or. opinions stated in this dOcu ment do not necessarily represent officia OEM position or policy REPORT ON STATE POLICIES RELATED TO THE IDENTIFICATION OF GIFTED STUDENTS Mary Ruth Coleman, Associate Director Gifted Education Policy Studies Program James J. Gallagher, Director Gifted Education Policy Studies Program University of North Carolina at Chapel Hill Nations Bank Plaza, Suite 300 137 E. Franklin Street Chapel Hill, North Carolina 27514 919/962-7373 or 919/962-7374 (This research was conducted by the Gifted Education Policy Studies Program at the University of North Caro h'Ita in Chapel Hill. The views expressed in this paper are those of the authors and are not necessarily shared by the U.S. Department of Education, Office of Educational Research and Improvement that provided funding under grant number R206A00596.) February 25, 1992 BEST COPY MILANI 2

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