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Response to Intervention (RTI) was included within the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA, 2004), specifically as part of an assessment process to determine if a child has a disability. While IDEA’s focus is on students...

The population of English language learners (ELLs) in regular classrooms has been increasing over the last few decades. However, ELLs are still underrepresented in gifted programs and teachers struggle to provide these students with adequate educational...

As many states have adopted the Common Core State Standards (CCSS), teachers can look to these standards as a framework for supporting students with gifts and talents. Differentiation of curriculum and instruction to address the CCSS will be necessary to...

Gifted education has a rich history and a solid if uneven research base. As policy makers and educators increasingly turn their attention to advanced students and educational excellence, the time is ripe for a dispassionate analysis of the field’s...

Using a systematic search strategy in which intellectual giftedness was operationalized in terms of IQ score, the authors examined evidence from studies reporting on associations between this aspect of giftedness and psychopathology. A total of 18 studies...

To examine the experiences of victimization and bullying among gifted students and their general education peers, we applied a latent transition analysis with longitudinal data from 299 gifted and 689 general education students (fifth to ninth graders). We...

A wide research base has documented the disproportional enrollment in K-12 special education and gifted and talented services across racial and socioeconomic lines. This study extends that knowledge base by integrating multiple population-level datasets to...

Black–White disparities in gifted enrollment persist across U.S. school systems. In this study, we examined whether these disparities depend on county-level rates of anti-Black bias. We drew data from the Civil Rights Data Collection, the Education...

This study investigated whether mothers of children assessed as having gifted/high IQ at 5 years were more likely to scaffold their children in analogical and metacognitive thinking during the infant/toddler period than mothers of children with more...