State identification policies:Gifted students from special populations

Abstract

The results of two studies of state policies related to the identification of gifted students from special populations (i.e., culturally diverse families, economically disadvantaged backgrounds, or gifted students with disabilities) are reported here. In the first study the policies from all fifty states were reviewed to examine their impact on gifted students who have traditionally been overlooked (special populations). In this study state policies were not found to be the major obstacle to more comprehensive identification of gifted students. The follow‐up study examined the implementation of state policies in three states: Ohio, Arkansas, and Texas. These case studies revealed an interesting pattern for policy development and application. Recommendations for future policy directions are given.

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