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Education laws and policies serve to guide the way programs and services are implemented in schools. The transition from law or policy to implementation can be fraught with complications that impact the education system across many levels. According to Viennet and Pont (2017), one of the areas that can either hinder or support the transition from policy to practice is "inclusive stakeholder engagement" (p. 3). School psychologists are an important stakeholder in the education system thus they should have familiarity with gifted education policy to ensure students are being served appropriately—both academically and socio‐emotionally. This article will introduce school psychologists to (a) federal and state laws impacting gifted students, (b) the role litigation, due process, and research has in shaping policy, and (c) relevant gifted education policy considerations. [ABSTRACT FROM AUTHOR]

Federal and state response to the educational needs of gifted students has been intermittent and permissive. The lack of cohesive and comprehensive policies pertaining to identification and programming for these students has created a disparity in services within and across states. Broader education policies, such as those resulting from No Child Left Behind legislation have further directed attention away from the pursuit of cultivating exceptional talent and toward universal minimum proficiency. The purpose of this article is to (a) present the current status of gifted education policy at the federal and state levels, (b) consider the role recent reports might play in raising national awareness of the needs of gifted students, and (c) explore possible ideas for acquiring the support of policymakers in the future. [ABSTRACT FROM AUTHOR]

Examines revision of state definitions for the gifted and talented children in the United States. History in the transition of the federal definition of gifted and talented students; Description of other definitions; Overview of state definitions in 1990 and 1998.

Provides an informative profile of students, faculty and curricula of each of the 11 state-supported, residential mathematics and science high schools in the United States. Schools; Students; Faculty; Curriculum; Program models; Student life.

Focuses on the certification and specialized competencies for teachers in gifted education programs in the United States. Inclusion of fine and performing arts to the focus of certification programs; General areas of knowledge covered by gifted education programs; Rate of competencies of teachers of gifted children; Certification requirements for teachers.