To further understand the effect of policies and regulations influencing practices for gifted and talented students, this review included articles that had been published since 2004 in Gifted Child Today, Gifted Child Quarterly, Journal for the Education of the Gifted, Journal of Advanced Academics, and Roeper Review. To be included, articles needed to discuss or examine the effects of policies, high-stakes testing, and standards on gifted education practices. Articles that did not examine these effects were excluded. Using these criteria, 20 articles were identified and summarized.
Leader Action Resource: Identifying Gifted Multilingual Learners (MLs)
In the gifted education space, much of the research highlights students’ socio-emotional needs, equitable identification practices, and classroom intervention strategies to support advanced learners. However, far less research exists that focuses on the secondary space, and even less on a student’s transition into secondary. Gifted-identified students still need and deserve advanced services in middle and high school. This resource includes guidance to help understand the gifted education landscape and what the research says about students’ unique instructional and socio-emotional needs as they transition into secondary. As a series of resources, these one-pagers provide research-driven key takeaways and specific action steps you can begin immediately to support students’ transition to secondary.
