ABSTRACT
The educational needs for many of our special populations of gifted students were and remain neglected in the standards movement and in educational policy in general. Thus, an evaluation of standards with an eye toward culturally responsive and equity-based perspective is essential. In 2019, The National Association for Gifted Children (NAGC) updated its 2010 gifted programming standards to further guide policy and practice to meet the evolving concept of giftedness, and to be more responsive to the needs of gifted students from all cultural groups. Its aim was to reflect contemporary society, address students’ differences and needs, and ultimately improve outcomes for students and our nation at large. This chapter provides an examination of standards and example approaches to designing strategies and assessing students’ outcomes that are culturally responsive, equitable, and efficacious. Illustrating the alignment of NAGC’s standards to the Gifted, Black Students’ Bill of Rights as an example framework, the authors offer a way that gifted coordinators and/or educational professionals may evaluate and prioritize implementation of the standards toward equitable and culturally responsive gifted programs and services.
