Position Papers

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...

NAGC believes it is essential to define giftedness in a way that both reflects best thinking in the field and moves beyond a focus on identification...

This statement addresses guidelines for use of the WISC-V in the assessment of gifted and twice-exceptional children. Comprehensive, individual...

In a world of ever-increasing gender equality in marriage, employment, and military service, of equitable treatment of and opportunities for gay,...