The 50th anniversary of the Marland Report provides an opportunity to reflect on its impact on the field of gifted education. A critical question is how the Marland Report addressed the need for eq...

Students in any grade level vary widely in their mathematics achievement, with the typical classroom including four to seven grade levels of mathematics proficiency. Due to this large range of math...

School-based learning experiences are often designed with the “typical” student in mind. However, this may not be an optimal approach, given the variability of prior learning that exists in most cl...

This study used a longitudinal person-oriented approach to examine whether two distinct developmental pathways of maladaptive motivation could be distinguished among high-ability students (intellig...

We analyzed a population-based cohort (N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90th percentile) science and mathematics achi...

Debates over identification procedures for gifted and talented students dominate the field and serve as the topic of many of its internal and external debates. We believe this is due to a lack of c...

Little information exists concerning underrepresented students’ talent development in science, technology, engineering, and mathematics (STEM) disciplines. This retrospective qualitative study inve...

Using a case study approach, we explored the science and math classroom experiences of urban high school students. Our purposeful sample included 11 high-achieving students (mostly minoritized stud...

There is a paucity of research on the day-to-day experiences of raising gifted children from the perspective of parents. This qualitative study aimed to delve deeply into the phenomenon by intervie...

The threshold hypothesis and the necessary-but-not-sufficient hypothesis represent popular views on the relationship between intelligence and creativity. However, most studies investigating these h...

This methodological brief introduces researchers to QuantCrit, a set of tenets complementary to critical race theory, to specifically reexamine how race and racism are analyzed through quantitative...

We compared the Wechsler scores of individuals with twice-exceptionality (2e) and giftedness using a three-level Bayesian meta-analysis. Ninety-five effect sizes were calculated from 15 studies (n ...

Teachers play important roles in identifying and promoting gifted students. An open question is: Which student characteristics do teachers use to evaluate whether a student is gifted or not? We use...

Gifted education programs identify students with exceptional ability or potential and provide specialized educational interventions to develop general academic and domain-specific talent. Research ...

Personality plays a powerful role in predicting how individuals react to life events and evaluate their overall well-being. Similarly, implicit beliefs of ability determine the ways individuals rea...

Although it has been hypothesized that gifted students are at risk for adopting a fixed mind-set, research revealed inconsistent results. We aimed to clarify this by differentiating between two operationalizations of giftedness (high cognitive ability and formal identification as gifted) and how these relate to students’ beliefs about intelligence and effort. Also, we examined the role of parental

Analysis of assessment data from an initial pool of second-grade students (n = 4549) in low-income rural communities and a subgroup of students identified from that pool for gifted services (n = 524) provided evidence for the validity of a curricular-aligned process including universal screening and local norms for identifying rural students in high-poverty schools as gifted. We first compared identification

Social media continues to be an ever-present part of people’s lives. One of the largest social media websites, Reddit has more than 430 million unique visitors monthly. What is unknown to scholars is how gifted education fits into this modern form of communication. In our research, we examined how gifted education is discussed over Reddit using text mining in combination with sentiment analysis. In

With the understanding that diverse perspectives contribute to scholarship, different lenses open our eyes to worldviews, and that contextualization is key in research, I offer this brief commentary on Peters’ (2021) article on challenges to achieving equity within public gifted programs. Although the article starts with a definition of disproportionality based on ethnicity, the content staggers into

Regarding the work toward achieving equity in public gifted education (GiftedEd) programs, I aim to challenge two of the underlining assumptions that persist in GiftedEd research, in GiftedEd programming, and in the target article. Peters (2021) writes, “But the field of gifted education should avoid false dichotomies: the existence of disproportionality does not make gifted services inherently racist

Peters’ (2021) article “The Challenges of Achieving Equity Within Public School Gifted and Talented Programs” makes us consider what actions can improve equity in gifted education. As coeditors of two of the field’s major journals, we felt it would be helpful to share perspectives from our experience in response to some of the important issues Peters has raised. The power and influence associated with

Peters’ (2021, this issue) article addresses the arguably most pressing issue in gifted education to date: achieving equity among the disadvantaged gifted, whom Peters identified as Black, Latinx, and Native Americans; students with special educational needs and/or served through English language learner programs; and/or coming from low-income households. Moreover, Peters pointed out that there are

Peters (2021) refers to equity through the lens of underrepresented populations, namely, Black, Latinx, and Native American students. Although acknowledging special education populations regarding equity, they were not a focus of Peters’ work. The problems facing twice-exceptional (2e) students, those students requiring both special education services and gifted service, are unique, and require consideration

Peters (2021) presented an analysis of disproportionate representation of demographic groups in gifted education programs. He views disproportionate representation as a consequence of inequalities that originate outside of gifted education and says that narrowly focusing on gifted education practices will be inadequate for remedying the inequities in the field. Peters’ analysis has four levels of increasing

Peters (2021) does an excellent job of highlighting the role of unequal early achievement on educational inequalities and disparities in gifted identification, but his discussion of long-term interventions focuses much more on community interventions than on educational interventions. There are multiple sources of early inequalities and potential educational interventions missed in his articcle such

The underrepresentation of disadvantaged gifted students in public school gifted and talented programs is an unresolved issue for school systems and the field of gifted education around the world. Peters (2021) has provided a thoughtful, well-researched, and defensible overview on the topic, that outlines possible reasons for the underrepresentation of disadvantaged gifted students, along with multiple

Peters’ (2021) article comprehensively documents inequities in the United States, concluding with an important goal,

Peters (2021) has made excellent suggestions for how to increase diversity and equitable representation in identification of gifted children. His approach, however, is based on current models of what constitutes “giftedness.” This approach is incomplete and, taken on its own, perhaps suboptimal. I would suggest a complementary approach.

Issues of inequity have widely caught attention in the field of gifted education. As described in Peters’ (2021) article, scholars proposed diverse methods to solve this issue, such as deleting a verbal subtest from an intelligence measure (Naglieri & Ford, 2003) and investigating the measurement invariance across the groups when developing and checking validity evidence of the HOPE Scale (Peters &

Peters (2021) provides an excellent overview of inequity within advanced education, with a strong focus on improving representation of historically excluded students. Although we find his analysis to be reasonably comprehensive, we call attention to two sets of issues that are not addressed in the target article.

Dear Scott,

Statistics are human beings with the tears wiped off

Peters (2021) asserts that “America as a society is a very unequal place. Inequality of access and opportunity translate to unequal levels of school readiness, academic achievement, and measured cognitive ability, such that expecting equality of almost any educational outcome would be illogical” (p. 3). Using the Early Childhood Longitudinal Program-Kindergarten 2011 restricted access data, we recently

Peters (2021) argues that gifted education has a severe problem regarding the underrepresentation of culturally and linguistically diverse students as well as children from low-income families—and that the field has not achieved measurable success in improving equity. He supports his arguments by highlighting data showing that the focus has been on the wrong solution—namely finding some method of identification

As suggested by Peters (2021), educators cannot fully remedy societal issues but can begin with low/moderate-hanging fruit to promote equity and excellence. Universal screening is a good first step, helping districts reduce teacher biases and dependence on parents as educational advocates. Yet without early intervention programs, universal screening often occurs too late. There is power in providing

Scott Peters (2021) gives us a gift. His argument is clear—although improvements in student assessment procedures and early interventions are essential, they address only the symptoms of a societal dysfunction producing the inequities we seek to eliminate. This sets a course for us. In this commentary—polemic if you will—I focus on this dysfunction and how we in the gifted and talented, or advanced

At the core of Peters’ (2021) argument using classical test theory (X = T + E) is an ever-present question: Is there some number of “real” gifted students who need specialized services? If we could reduce the impact of error (E) or bias, could we reveal those students (T)? His argument seems to be that there is, but systemic inequities block accurate detection. We highlight aptitude theory as an alternative

Many statistical measures are commonly used to document the persistence of inequity within gifted education (Young, Young, & Ford, 2017; Ford, 2013; Hodges et al., 2018; Yoon & Gentry, 2009). Thus, in response to the challenges presented by Peters (2021), we contend that an approach that considers critical race theory as a lens for the design, analysis, and interpretation of representation data in

The field of gifted education has faced issues of equity for decades. Peters (2021) highlights a variety of systemic reasons traditional gifted identification processes may fail to equitably identify traditionally underrepresented students; however, at the core of Peter’s argument is a defense of the gifted and talented label. Common criticisms of gifted education include that it promotes fixed labels

Gifted and talented education (GATE) exemplifies racial and economic hierarchies that exist in our society, with historically marginalized (HM) students significantly less likely to be identified as gifted, and subsequently receiving gifted services, than their peers (Grissom et al., 2019). Peters (2021) advanced the dialogue around inequities by attempting to not only highlight their existence but

There is consensus among scholars in gifted education on the need to address educational equity for marginalized groups based on racial/ethnic categories (Peters et al., 2019), socioeconomic status (Hamilton et al., 2018), and geography (Hodges, 2018). Marginalization exists in terms of identification for services (Mun et al., 2021; Peters et al., 2019) and the extent of those services (Hodges, 2018)

The disproportionality in the ethnic-racial and socioeconomic make-up of students in gifted and talented education (GATE) programs has been identified by many scholars as the most critical and the most intractable issue facing the field of gifted education (e.g., Grissom & Redding, 2016; Olszewski-Kubilius & Steenbergen-Hu, 2017; Plucker & Peters, 2016; Worrell & Dixson, 2018). Considered a fundamental

For anyone who puts pen to paper, there can be no greater compliment than when someone reads your work, except when that person then takes the time to think about it and respond. As part of this special issue, almost 50 people took the time to engage on the topic of equity in gifted education and respond to the ideas I offered (see Peters, 2022). It was a gift that left me humbled. Because of the number

In this study, we applied different text-mining methods to the originality scoring of the Unusual Uses Test (UUT) and Just Suppose Test (JST) from the Torrance Tests of Creative Thinking (TTCT)–Verbal. Responses from 102 and 123 participants who completed Form A and Form B, respectively, were scored using three different text-mining methods. The validity of these scoring methods was tested against

This article includes a current research synthesis on a subpopulation of twice exceptional individuals, those who are academically talented with autism spectrum disorder (ASD). This population is emerging as an increasing focus of research, as the numbers of individuals identified are increasing. A total of 32 articles were included using the study’s inclusion criteria, and of these 32 articles, 62

The Adolescent and Adult Time Inventory–Time Attitude Scales (AATI-TA) were used to examine the association between time attitudes and self-reported academic and social–emotional outcomes in 967 academically talented adolescents (M age = 14.27, SD = 1.42) attending a summer educational program. The AATI-TA consists of six subscales assessing positive and negative attitudes toward the past, present

Whether intellectually gifted children have a greater emotional response when tested is still unclear. This may be due to the marked heterogeneity of this particular population, and the fact that most studies lack the power to reduce the noise associated with this heterogeneity. The present study examined the relationship between performance and emotional response in 468,423 Italian fifth-graders taking

Turkey adopts a single-state (centralized/unitary) system that results in following the same identification procedures and providing similar service delivery options for the entire country. At first glance, this might seem like a fair way to achieve equity within public school gifted programs. However, a close look at this system reveals several handicaps such as implementing the same teacher training

“The existence of disproportionality does not make gifted services inherently racist,” writes Peters (2021) in the conclusion of his article, “The Challenges of Achieving Equity Within Public School Gifted and Talented Programs,” and with that statement so highlights the logical flaw that runs unchecked through his article. Although his statement is justified in the sense that the mere existence of

This study examined the psychological well-being of students enrolled in two gifted programs with different service delivery models. Participants were 292 fifth- and sixth-grade students (Mage = 11.70, SDage = 0.65) enrolled in a gifted math pull-out program (n = 103), a self-contained gifted program (n = 90), or a program providing no gifted services, which served as a control group (n = 99). Multiple

In a recent position statement, the National Association of Gifted Children argued the importance of providing equitable treatment of Lesbian, Gay, Bisexual, Transgender, Queer and other sexual and gender minority individuals (LGBTQ+) gifted youth to help them maximize their potential. However, there are very few empirical studies focusing on the intersection of giftedness and gender identities. Little

Using Bronfenbrenner’s bioecological systems theory, this study investigated the school experiences of nine high-ability students from three secondary schools in rural Western India. Analyses of semistructured interviews revealed several interconnected systems of influences on the school experiences of participants. Intrapersonal aspects such as positive academic self-perceptions, constant pursuit

Self-regulated learning (SRL) promotes both current and future academic achievement and must be adapted based on task demands. To develop SRL, gifted students must have opportunities to experience optimally challenging tasks. Gifted students’ past experiences (or lack thereof) with challenging tasks affects how they approach current tasks, which affects how they will approach challenges in the future

The underrepresentation of students from low-income families and of culturally diverse students is a longstanding and pervasive problem in the field of gifted education. Teachers play an important role in equitably identifying and serving students in gifted education; therefore, the Having Opportunities Promotes Excellence (HOPE) Scale was used in this study with a sample of Korean elementary school

Research on high-ability postsecondary students has increased in recent years; yet identifying such students can be challenging. The International Cognitive Ability Resource (ICAR) is an online, open-access tool designed to facilitate measurement of cognitive abilities in research. We evaluated whether the ICAR is appropriate to identify high-ability postsecondary students for research; high ability

Policy changes are an ever-present part of education. In 2019, legislators upended over two decades of gifted education policy in Texas with the removal of direct funding for gifted education. In its wake, the removal of funding shook educator morale and created uncertainty as to the future of gifted education in the state. In this article, we report on a survey administered to gifted education educators

Originality is scored based on standard zero-originality lists (ZOLs) in the Torrance Tests of Creative Thinking (TTCT). The applicability of those ZOLs to diverse groups has not been examined. We examined the consistency of TTCT-Figural’s sample-based (SB) ZOLs and the published ZOLs based on a sample of predominantly African American college students (n = 464 and n = 493 for Forms A and B, respectively)