This study consists of an analysis of state policies on the identification and education of the gifted as reflected in legislation, regulations, rules, recommendations, and guidelines provided by 49 of the 50 states. The analysis indicates considerable variability among states so that there is no single model that provides a pattern for other states to follow.
Some state policies are clearer, more positive, and more directive than others.
The fact that all 50 states have formulated policies in the form of legislation, regulations, rules, or guidelines that support education of the gifted and talented represents a very significant achievement, a consequence of vigorous and persistent efforts on the part of many advocates. A number of suggestions are provided for educators and other advocates as they reexamine and reassess their state's policies. These suggestions deal with the elements or components of a comprehensive policy for the education of the gifted and talented. The National Research Center on the Gifted and Talented, University of Connecticut. All 50 states have formulated policies in the form of legislation, regulations, rules, or guidelines that support education of the gifted and talented.