February 2022

Created as part of the Research Brief Series from the Center for Effective School Practices.

Districts often spend a sizeable amount of resources on programs for students that require additional supports due to learning difficulties or disabilities. However, in recent years, the literature has begun to emphasize the benefits of identifying “gifted” students and providing them with tailored learning opportunities. While there is no widely accepted definition for giftedness, many schools across the country are considering how they can implement such programs in their own districts. This brief explores current best-practices in determining students' eligibility for gifted programs and offers a discussion of current issues such as the limitations of the current system and issues of underrepresentation.

You may download a complimentary copy of this publication here.