‘‘(vi) made public an analysis of excel-
lence gaps and a description of activities to 
close any such gaps.’’. 
TITLE II—IMPROVING TEACHING 
FOR GIFTED AND TALENTED 
STUDENTS 
SEC. 201. STATE APPLICATIONS. 
Section 2112(b)(5) (20 U.S.C. 6612(b)(5)) is amend-
ed by adding at the end the following: 
‘‘(C) A description of the comprehensive strat-
egy the State educational agency will use to improve 
the teaching skills of teachers, principals, pupil serv-
ices personnel, and other instructional leaders in 
order to enable them to employ strategies that focus 
on— 
‘‘(i) the identification of students’ specific 
learning needs, particularly students with dis-
abilities, students who are limited English pro-
ficient, students who are gifted and talented, 
and students with low literacy levels; and 
‘‘(ii) the tailoring of academic instruction 
to such needs.’’. 
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SEC. 202. LOCAL APPLICATIONS AND NEEDS ASSESSMENTS. 
(a) LOCAL APPLICATIONS.—Section 2122(b) (20 
U.S.C. 6622(b)) is amended by adding at the end the fol-
lowing: 
‘‘(12) A description of how the activities will 
have a substantial, measurable, and positive impact 
on student academic achievement and how the activi-
ties will be used as part of a broader strategy to 
eliminate the achievement gap and the excellence 
gap.’’. 
(b) NEEDS ASSESSMENT.—Section 2122(c)(2) (20 
U.S.C. 6622(c)(2)) is amended by inserting ‘‘shall be 
based on an analysis of the achievement and learning 
needs of students at each level of achievement described 
in section 1111(b)(1)(D)(ii) on the State academic assess-
ments, disaggregated by each subgroup described in sec-
tion 1111(b)(2)(C)(v)(II), and’’ before ‘‘shall be con-
ducted’’. 
SEC. 203. LOCAL USE OF FUNDS. 
Section 2123(a) (20 U.S.C. 6623(a)) is amended— 
(1) in the matter preceding paragraph (1), by 
striking ‘‘to carry out’’ and inserting ‘‘to increase 
student achievement for all students, including lim-
ited English proficient students, students with dis-
abilities, and gifted and talented students, by car-
rying out’’; and 
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(2) in paragraph (3)(B)— 
(A) in clause (iv), by striking ‘‘and’’; 
(B) in clause (v), by striking the period at 
the end and inserting ‘‘; and’’; and 
(C) by adding at the end the following: 
‘‘(vi) provide training to support the 
identification of students who are gifted 
and talented, and to implement instruc-
tional practices that support the education 
of such students, such as early entrance to 
kindergarten, 
enrichment, 
acceleration, 
curriculum compacting and dual enroll-
ment in secondary school and postsec-
ondary education.’’. 
SEC. 204. SUBGRANTS TO ELIGIBLE PARTNERSHIPS. 
Section 2134(a)(1) (20 U.S.C. 6634(a)(1)) is amend-
ed— 
(1) in subparagraph (A), by striking ‘‘and’’ 
after the semicolon; and 
(2) by adding at the end the following: 
‘‘(C) teachers, principals, and pupil service 
personnel have the training to support the iden-
tification of students who are gifted and tal-
ented, including high-ability students who have 
not been formally identified for gifted education 
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services, and implementation of instructional 
practices that support the education of such 
students, such as early entrance to kinder-
garten, enrichment, acceleration, curriculum 
compacting and dual enrollment in secondary 
school and postsecondary education; and’’. 
TITLE 
III—GIFTED 
AND 
TAL-
ENTED STUDENTS IN RURAL 
SCHOOLS 
SEC. 301. SMALL RURAL SCHOOL ACHIEVEMENT PROGRAM. 
Section 6211(a) (20 U.S.C. 7345(a)) is amended by 
inserting ‘‘, including supporting gifted and talented stu-
dents (including high-ability students who have not been 
formally identified for gifted education services),’’ after 
‘‘local activities’’. 
SEC. 302. RURAL AND LOW-INCOME SCHOOL PROGRAM. 
Section 6222(a)(2) (20 U.S.C. 7351a(a)(2)) is 
amended by striking ‘‘and to train’’ and inserting ‘‘, train 
teachers to meet the unique learning needs of gifted and 
talented students, including high-ability students who have 
not been formally identified for gifted education services, 
and train’’. 
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TITLE IV—SUPPORTING ESSEN-
TIAL 
RESEARCH 
ON 
THE 
LEARNING NEEDS OF GIFTED 
AND TALENTED STUDENTS 
SEC. 401. SUPPORTING ESSENTIAL RESEARCH ON THE 
LEARNING NEEDS OF GIFTED AND TALENTED 
STUDENTS. 
The Secretary, acting through the Director of the In-
stitute of Education Sciences, shall— 
(1) continue research and development activities 
related to the education of gifted and talented stu-
dents, particularly research and development activi-
ties related to such students who reside in rural 
communities or have been underrepresented as gift-
ed and talented, including students who are low-in-
come, limited English proficient, students with dis-
abilities, and students from minority backgrounds; 
(2) support a National Research and Dissemi-
nation Center on the Gifted and Talented that con-
ducts research and serves as a national clearing-
house for evidence-based best practices to improve 
the identification and instruction of gifted and tal-
ented students; 
(3) administer demonstration grants that build 
and enhance the ability of elementary school and 
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