ABSTRACT
This chapter presents key takeaways from Promoting PLACE in Rural Schools. The authors describe three imperatives for rural gifted education: using a universal screener to ensure equitable opportunities for identification, employing local norms as a deciding factor in eligibility criteria, and keeping place at the center of work related to gifted education in rural schools. Written by the project co-principal investigators, they also discuss limitations related to their work, including the toll of assessments and the lack of demographic information of participating students. Finally, they provide a discussion of ways to extend Promoting PLACE as they relate to curriculum, acceleration, and mentoring.
