Statistical information from Guiding the Gifted Child, 2002.
This is the intellectual ability range addressed by the standard school age/grade-based curriculum.
Students on both sides of the curve require a modification to the curriculum from that provided to mainstream students to address their needs.
These exceptional students on both sides of the curve require an individualized curriculum to address their individual needs.
These students on both sides of the curve are very exceptional and require individualized accommodations to address their needs.
These students with an IQ of 160 and above require extremely exceptional educational accommodations to meet their needs.
Policies & Practices
In 2015, the Elementary and Secondary Education Act (ESEA) was revised and reauthorized as the Every Student Succeeds Act (ESSA), which now includes several provisions to support gifted students. The ESSA/ESEA signifies the first time that the U.S. Congress makes clear Title I funds may be used to identify and serve gifted students. It also requires states and school districts to specify how they will use such funds to train teachers to identify and meet these students’ academic needs. This legislation replaces No Child Left Behind and effectively shifts the bulk of involvement and authority in public schools from the federal government to states and local school districts. (Read more about the ESEA provisions for gifted students on the National Association for Gifted Children's website here.)
Established in 1988 and reauthorized in the 2015 Every Student Succeeds Act (ESSA), the Jacob Javits Gifted Education Program remains the only federal program focused on gifted education, with $12 million included in the Fiscal Year 2017 budget. The Javits program funds applied or classroom-based research to help develop effective strategies for identifying and serving high-potential students from populations that have historically been underrepresented in gifted education. This Javits-funded research has yielded valid and reliable ways to identify gifted students from underserved populations, fair and equitable observation tools for identifying gifted and talented English Language Learners and strategies to help teachers improve the academic performances of high-potential black and Hispanic students as well as those with disabilities and from low-income families.
At the state policy level, many states have no laws mandating gifted education and, of those with mandates, many have no available funding for gifted education. Thus, gifted education practices can vary by district and by school. For a current list of state policies and funding, visit the Davidson State Policy Database.
This article is provided as a service of the Davidson Institute for Talent Development, a 501(c)3 nonprofit dedicated to supporting profoundly gifted young people 18 and under. To learn more about the Davidson Institute’s programs, please visit www.DavidsonGifted.org.
The appearance of any information in the Davidson Institute's Database does not imply an endorsement by, or any affiliation with, the Davidson Institute. All information presented is for informational purposes only and is solely the opinion of and the responsibility of the author. Although reasonable effort is made to present accurate information, the Davidson Institute makes no guarantees of any kind, including as to accuracy or completeness. Use of such information is at the sole risk of the reader.