Frequently Asked Questions (FAQ)
Students, teachers, and parents alike have many questions about being gifted and gifted education. Here is a list of frequently asked questions and answers, compiled by the National Association for Gifted Children:
1. How many gifted children are there in the U.S.?
It is tough to say truly how many students are gifted, but the NAGC estimates that 6% of students in school are academically gifted in grades K-12. So, this amounts to about 3 million children. However, no specific federal agency or organization collects the students statistics about gifted and talented youth.
2. Who makes decisions about gifted students' experiences in school?
The majority of decisions about gifted students are made at the state and local level. Funding for gifted students varies widely, although many school districts recognize the individual needs of gifted and talented students and provide extra services for them. Still, in many instances, gifted students must rely on a persistent parent, a responsive teacher, or an innovative school administrator to ensure that they are adequately challenged in the classroom.
For practical advice about getting involved and making your voice heard at all levels, visit the NAGC's Advocacy Toolkit.
3. What are the different ways gifted students are served in the classroom?
Because every child is different, NAGC recognizes that there is no "one perfect program" for teaching gifted students. Instead, the NAGC Pre-K--Grade 12 Gifted Program Standards state that "a continuum of services must exist for gifted learners" at every level.
What exactly does this mean? Essentially, a "continuum of services" provides administrators, teachers, parents, and students with a menu of educational options that are respectful of individual student differences and mindful of classroom and community resources. In most cases, the decisions about the range of services offered are made locally, and may include pull-out programs, advanced classes, varied grouping strategies, acceleration, differentiation of curriculum and instruction, dual enrollment, magnet schools, and specialized, self-contained schools (e.g., high schools for performing arts).
This range of services can be organized in a variety of ways:
4. How do I know if a gifted program is of high quality?
In any school district, high quality gifted programming requires careful planning, maintenance, and evaluation. A good way ensure that a gifted program is good quality is to compare it to existing quality programs using the NAGC Pre-K-Grade 12 Gifted Program Standards. The Standards were written by a distinguished panel of educators who represent a wide range of expertise and geographical areas. The Standards establish a set of minimal and exemplary criteria for seven different aspects of effective programming: Curriculum and Instruction, Program Administration and Management, Program Design, Program Evaluation, Socio-Emotional Guidance and Counseling, Professional Development, and Student Identification, and can be used for planning purposes or as an evaluation tool.
5. What kind of training does a teacher need to work with gifted students?
As is the case with any exceptionality, gifted students need guidance from well-trained, challenging teachers who understand their educational needs.
As we have discussed, most decisions regarding gifted education are made at the state and local level and that is no different for teacher training requirements. Although gifted and talented students are in every school and classroom, few districts require that all classroom teachers receive training to address the educational needs of advanced learners.
Research indicates that teachers who have received training in gifted education are more likely to foster higher-level thinking, allow for greater student expression, consider individual student strengths and weaknesses, and provide a variety of learning experiences to challenge students. This vital expertise that benefits all students is not developed merely as a result of one-hour training sessions; refining teacher skills requires high-quality professional development, time, materials, and continued support.
6. How much does the federal government spend on gifted education?
The federal government does not provide funding directly to local school districts for programs and services for gifted and talented students.
The only federal program for gifted children is the Jacob K. Javits Gifted and Talented Students Education Act, which focuses on identifying and serving students who are under-represented in gifted and talented programs to help reduce gaps in achievement and encourage equal educational opportunities for all U.S. students.
7. Does No Child Left Behind address the needs of gifted students?
No. NCLB was written to address students with low proficiency, and has resulted in unintended negative consequences for gifted students. It is worth noting that NCLS's provisions requiring highly qualified teachers in public school classrooms do have the potential to benefit all students.
To see additional questions and answers on NCLB, click here.
8. Do The Common Core Standards Address the Needs of Gifted Students?
The Common Core standards were written to set high standards for all students, but grade level standards can still limit learning in advanced students. There are no standards for gifted students and the drafters of Common Core have acknowledged that some students might be ready to move beyond their standards at years end.
For a more in-depth look at the standards and gifted learners, see here.
9. How much money is spent on gifted education?
No federal agency gathers information about the total expenditures for gifted and talented students. The federal government does not provide funding specifically for gifted education. Not all states spend money for gifted and talented education, and even among those that do, not all funds are designated based on the amount of gifted students.
1. How many gifted children are there in the U.S.?
It is tough to say truly how many students are gifted, but the NAGC estimates that 6% of students in school are academically gifted in grades K-12. So, this amounts to about 3 million children. However, no specific federal agency or organization collects the students statistics about gifted and talented youth.
2. Who makes decisions about gifted students' experiences in school?
The majority of decisions about gifted students are made at the state and local level. Funding for gifted students varies widely, although many school districts recognize the individual needs of gifted and talented students and provide extra services for them. Still, in many instances, gifted students must rely on a persistent parent, a responsive teacher, or an innovative school administrator to ensure that they are adequately challenged in the classroom.
For practical advice about getting involved and making your voice heard at all levels, visit the NAGC's Advocacy Toolkit.
3. What are the different ways gifted students are served in the classroom?
Because every child is different, NAGC recognizes that there is no "one perfect program" for teaching gifted students. Instead, the NAGC Pre-K--Grade 12 Gifted Program Standards state that "a continuum of services must exist for gifted learners" at every level.
What exactly does this mean? Essentially, a "continuum of services" provides administrators, teachers, parents, and students with a menu of educational options that are respectful of individual student differences and mindful of classroom and community resources. In most cases, the decisions about the range of services offered are made locally, and may include pull-out programs, advanced classes, varied grouping strategies, acceleration, differentiation of curriculum and instruction, dual enrollment, magnet schools, and specialized, self-contained schools (e.g., high schools for performing arts).
This range of services can be organized in a variety of ways:
- Accommodations in the regular classroom
- Part-time assignment to both regular and special classes
- Full-time grouping with students of similar abilities
- Acceleration or grade advancement
4. How do I know if a gifted program is of high quality?
In any school district, high quality gifted programming requires careful planning, maintenance, and evaluation. A good way ensure that a gifted program is good quality is to compare it to existing quality programs using the NAGC Pre-K-Grade 12 Gifted Program Standards. The Standards were written by a distinguished panel of educators who represent a wide range of expertise and geographical areas. The Standards establish a set of minimal and exemplary criteria for seven different aspects of effective programming: Curriculum and Instruction, Program Administration and Management, Program Design, Program Evaluation, Socio-Emotional Guidance and Counseling, Professional Development, and Student Identification, and can be used for planning purposes or as an evaluation tool.
5. What kind of training does a teacher need to work with gifted students?
As is the case with any exceptionality, gifted students need guidance from well-trained, challenging teachers who understand their educational needs.
As we have discussed, most decisions regarding gifted education are made at the state and local level and that is no different for teacher training requirements. Although gifted and talented students are in every school and classroom, few districts require that all classroom teachers receive training to address the educational needs of advanced learners.
Research indicates that teachers who have received training in gifted education are more likely to foster higher-level thinking, allow for greater student expression, consider individual student strengths and weaknesses, and provide a variety of learning experiences to challenge students. This vital expertise that benefits all students is not developed merely as a result of one-hour training sessions; refining teacher skills requires high-quality professional development, time, materials, and continued support.
6. How much does the federal government spend on gifted education?
The federal government does not provide funding directly to local school districts for programs and services for gifted and talented students.
The only federal program for gifted children is the Jacob K. Javits Gifted and Talented Students Education Act, which focuses on identifying and serving students who are under-represented in gifted and talented programs to help reduce gaps in achievement and encourage equal educational opportunities for all U.S. students.
7. Does No Child Left Behind address the needs of gifted students?
No. NCLB was written to address students with low proficiency, and has resulted in unintended negative consequences for gifted students. It is worth noting that NCLS's provisions requiring highly qualified teachers in public school classrooms do have the potential to benefit all students.
To see additional questions and answers on NCLB, click here.
8. Do The Common Core Standards Address the Needs of Gifted Students?
The Common Core standards were written to set high standards for all students, but grade level standards can still limit learning in advanced students. There are no standards for gifted students and the drafters of Common Core have acknowledged that some students might be ready to move beyond their standards at years end.
For a more in-depth look at the standards and gifted learners, see here.
9. How much money is spent on gifted education?
No federal agency gathers information about the total expenditures for gifted and talented students. The federal government does not provide funding specifically for gifted education. Not all states spend money for gifted and talented education, and even among those that do, not all funds are designated based on the amount of gifted students.
Click here to learn more about the current level of funding in your state.
10. Do any states have "academies" for advanced students?
Yes! At least 15 states have public high schools for advanced math and science and/or arts and the humanities. Admissions requirements vary, and these high schools are often residential schools located on university campuses.
Click here for a listing of public state high schools for advanced students.
11. Whom do I contact in my state?
To find state-specific information about gifted education, the state department of education is a great place to start. They can provide education law and policies and also might list public and private schools that serve gifted students. Many states also are affiliated with NAGC and work on state-specific initiatives and training. Click here to search for a listing of state gifted education associations.
12. Are there any national reports about gifted students or gifted education?
A Nation at Risk (1983) and National Excellence: A Case For Developing America's Talent (1993) are the two federal reports most often cited when discussing gifted education. They emphasize missed opportunities to identify gifted students and subsequently assist them, which has resulted in additional research into the field of gifted education. Furthermore, A Nation Deceived (2004) reported advantages to accelerating gifted children and national program standards were issued by NAGC in 1998.
10. Do any states have "academies" for advanced students?
Yes! At least 15 states have public high schools for advanced math and science and/or arts and the humanities. Admissions requirements vary, and these high schools are often residential schools located on university campuses.
Click here for a listing of public state high schools for advanced students.
11. Whom do I contact in my state?
To find state-specific information about gifted education, the state department of education is a great place to start. They can provide education law and policies and also might list public and private schools that serve gifted students. Many states also are affiliated with NAGC and work on state-specific initiatives and training. Click here to search for a listing of state gifted education associations.
12. Are there any national reports about gifted students or gifted education?
A Nation at Risk (1983) and National Excellence: A Case For Developing America's Talent (1993) are the two federal reports most often cited when discussing gifted education. They emphasize missed opportunities to identify gifted students and subsequently assist them, which has resulted in additional research into the field of gifted education. Furthermore, A Nation Deceived (2004) reported advantages to accelerating gifted children and national program standards were issued by NAGC in 1998.