ABSTRACT
In the policy arena, definitions of giftedness facilitate decision-making, which is inextricably tied to resource allocation. Currently there is a federal definition of giftedness and a modest federal research program focused on how to identify and serve students who have been underrepresented in gifted education programs: low-income, minority, English language learners, and children with disabilities. In the opening vignette, the Task Force members worked to create a high-quality policy definition of giftedness that could guide the development of their gifted education programming district-wide. For advocates and practitioners, a command of knowledge and expertise in gifted education is not enough to ensure program success or continuation. Instead, establishing a common, operational policy definition of giftedness can provide the direction needed to prod institutions and communities to develop a lasting support system that recognizes all gifted students and sustains their growth and continued educational advancement in every area of human endeavor.
