Position Statements

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,...

The role of pre-service education programs in preparing educators to work effectively with a wide range of learners is critical to student success....

NAGC believes that schools, districts, and states should be accountable for the learning gains of all students, including gifted and talented...

The arts are essential to a balanced education, with specific benefits for the cognitive, affective, and psychomotor development of all students,...

Most gifted children in the United States spend the majority of their school time in regular classroom settings, grouped with age peers who have a...

Collaboration among gifted, general, special education and related services professionals is essential to meet the varied needs of today’s...