The Nature and Extent of Programs for the Disadvantaged Gifted in the United States and Territories

Abstract

This article reports results of a study designed to assess the nature and extent of programs for disadvantaged gifted learners in the 50 states and the United States' territories. The primary purposes of the study were: 1) to determine the philosophical and definitional considerations utilized by states in addressing issues related to the disadvantaged gifted, 2) to ascertain the major approaches to identification and program interventions utilized with these populations, and 3) to determine the level and extent of state funding patterns, policies, procedures, and program standards. The findings indicated that although states have been consistently positive in their philosophical orientation toward culturally diverse and low socioeconomic gifted students, they have lagged behind in incorporating these concerns for equity and pluralism into the definitional and funding structures of their gifted programs.

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