NAGC Position Statements & White Papers
Position Statements and White Papers help clarify issues in gifted and talented education and set NAGC's position on these issues.
73% of teachers agreed that, “Too often, the brightest students are bored and under-challenged in school – we’re not giving them a sufficient chance to thrive.” 1
Top three ways gifted students receive services: Resource Room, Cluster Classroom, Regular Classroom 2
Every school and district should have an expert in gifted education available to provide services and advise colleagues. But because gifted and talented students often end up in the regular classroom or depend on regular classroom teachers for referrals for gifted education programs and services, it is crucial, that all teachers have a basic understanding of how to identify and work with gifted students. Unfortunately, most teachers do not receive any training in the needs of high-ability students or gifted education practices.
In schools with large minority and/or low-income populations, classroom teachers trained to recognize high-ability and in how to respond are especially important. Regular classroom teachers are the school's first line in the identification process for these high-potential, but not yet, high-achieving students.
Learn more about teacher preparation and programming standards in gifted education
Read the Do's and Don'ts of good gifted education.
1NAGC and CDGP (2013). 2012-2013 State of the states in gifted education. Washington, DC: Author.
2Farkas, S., & Duffett, A. (2008). High-achieving students in the era of NCLB: Results from a national teacher survey. Washington, DC: Thomas B. Fordham Institute.