New -- NAGC Book of the Year Award
To showcase excellence in books about gifted and talented children and their education.
There has long been concern that high-ability students from underserved populations -- those who are limited English proficient, disabled, or from minority or low-income backgrounds -- are persistently underrepresented in advanced classes and in programs for students identified as gifted. While many districts and states have made improvements in identifying and serving a broader range of advanced students, there remains much to be done to ensure that all high-ability students receive appropriate gifted education services to meet their needs.
Researchers and practitioners have examined the obstacles to identifying students from diverse backgrounds as gifted and talented and have developed numerous strategies focused on improving our identification and assessment practices. All high quality assessment practices related to identifying students for gifted education programs and services, which also ensures equitable participation, depends on the following:
Download the following NAGC position statements related to identifying diverse students for gifted education