Position Papers

NAGC supports that education in the visual, literary, media, and performing arts is essential to fulfilling individual potential and enriching...

NAGC recommends that school systems employ a multifaceted, context-relevant system of assessment that accounts for the diversity and range of...

NAGC recommends that all gifted programs and services implement and maintain best practices aimed at recognizing and intentionally developing...

NAGC recommends strength-based, talent-focused, and inclusive identification and intervention strategies for twice-exceptional youth.

NAGC recommends that all gifted youth with diverse sexual orientations, gender identities, and/or gender expressions are able to develop and express...

The NAGC Position Paper on Universal Educator Preparation in Gifted Education calls for all educators to receive foundational training in gifted...

NAGC recognizes that gifted and advanced students have unique learning needs that require modificationsto their curriculum, instruction, and...

Placing students in classrooms based on their learning aptitudes and demonstrated readiness is a viable alternative to using age alone, as age can...

NAGC recommends all schools provide advanced learners with accelerative opportunities, including moving ahead in one or more subjects...

NAGC believes that all children need support in social and emotional development, and gifted and talented children may need support for unique...

Excellence gaps are found in every state and on national assessments, yet despite the immediate and long-term implications for the nation, they have...

NAGC believes that parents and families of gifted, high-ability, and advanced learners matter. Family is critical to the development and support of...