Children who are gifted are defined as those who demonstrate an advanced ability or potential in one or more specific areas when compared to others of the same age, experience or environment. These gifted individuals excel in their ability to think, reason and judge, making it necessary for them to receive special educational services and support to be able to fully develop their potential and talents.
Gifted children come from all different racial and ethnic backgrounds, as well as economic status. While no two gifted children are the same, many share common gifted characteristics and traits, such as:
- Advanced thinking and comprehension above their age peers
- Emotional intensity at a young age
- Heightened sense of self awareness
- Highly developed curiosity
- Excellent memory
Defining Gifted
There are many definitions of giftedness, none of which are universally agreed upon. Depending on the context, definitions often guide and influence key decisions in schools such as determining the eligibility and criteria for gifted education programs and services, what areas of giftedness will be addressed (e.g., specific abilities in a subject area such as math), and when the services will be offered. As parents of gifted students or professionals who work with gifted children, it is important to understand the different definitions and what they mean in order to provide the appropriate guidance and support needed for social-emotional development.
State Definitions of Giftedness
Gifted definitions with respect to students in schools vary from state to state. Most states will base their definition of giftedness on a comparison to others of the same age or by needs that are not provided by the regular classroom. Some states have certain criteria for gifted identification. In the case of Illinois, for example, gifted students are considered gifted and talented if they score in the top 5% locally in any area of aptitude, specifically in language arts and mathematics. However, not all states require that school districts follow the state definition.
For more information, see a list of state definitions of giftedness provided by NAGC (National Association for Gifted Children).
Federal Definition of Giftedness
According to NAGC’s article on Definitions of Giftedness, “the term gifted and talented means students, children, or youth who give evidence of high achievement capability in such areas as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.”
What Classifies a Child as Gifted?
At a basic level, children are classified as gifted if they demonstrate a high degree of intellectual ability(ies). Typically, identification can be done through a combination of gifted tests and assessments. Because the federal government does not mandate gifted programs in schools, the criteria for giftedness depends on which state you live in, which school district you are in, etc.
In many cases, tests are used to determine whether a child is gifted or not since performance compared to peers is an important way of gauging a child’s academic abilities. These may include achievement tests such as the ACT or the Woodcock Johnson Tests of Achievement. Assessments by professionals may also be used for gifted identification–they are more costly but much more comprehensive. This method involves determining the child’s strengths, challenges, learning style and educational needs. They often include intelligence quotient (IQ) tests such as the Stanford-Binet or the Wechsler Intelligence Scale for Children (WISC).
What is the IQ of a Gifted Child?
The majority of the population will fall within an IQ of 85 – 115. The mean, or average, IQ is 100. A gifted child’s IQ will fall within these ranges:
- Mildly gifted: 115 to 130
- Moderately gifted: 130 to 145
- Highly gifted: 145 to 160
- Profoundly gifted: 160 or higher
These gifted IQ ranges are based on a standard bell curve. However, different IQ tests may influence this range as some test ceilings cap at 145. Additionally, different gifted professionals have used other terms, such as “exceptionally” gifted. While a universal consensus on these ranges and labels may not be reached, it is understood that students who deviate from the average IQ of 100 require special educational accommodations to meet their needs.
Is Giftedness a Disability?
Giftedness is not considered a disability, although some gifted students may also have learning disabilities such as dyslexia, ADHD, or autism disorder. These students are known as twice-exceptional students (also known as 2e children or students). Identification of these students often requires a professional who is able to assess and identify the two areas of exceptionality which can often mask one another, making identification more difficult. Because of their unique abilities and characteristics, 2e students require a special combination of educational programs and support.
Does Giftedness Go Away?
Giftedness does not go away. However, a gifted child’s gifts and talents may be suppressed or go unnoticed. This may be caused by inaccurate identification or “masking” when a child hides behind certain aspects of their giftedness that may cause them not to be identified. Here are some gifted characteristics that can make identification difficult:
Asynchronous Development
Asynchronous development refers to uneven development. In the case of gifted children, many perform at a high level in one or more areas but they may be functioning at a much lower level socially and emotionally. Children who are gifted may act immature for their ability.
Lack of Study Skills
Gifted children often struggle later in school because they tend to have poor study skills. They may pass through elementary and middle school without having to study much but once they enter high school and college, gifted students may not be equipped to handle the rigors of higher-level course work.
Underachievement
Gifted students may show great academic promise but still perform below what is expected based on the child’s ability. There are many causes as to why gifted students may underachieve. Some of the reasons include:
- Special needs or twice exceptionality
- Lack of motivation
- Psychological issues such as perfectionism and anxiety
- Depression
Intervention is often needed to reverse gifted underachievement. It is important to work with the gifted child to figure out what exactly is causing underachievement. If the child is not being challenged adequately, focus on cultivating the child’s strengths and talents. Counseling services can also be helpful, allowing the child to confide in someone they can trust. Parents must also work with teachers to understand the learning styles and preferences of the gifted learner and challenge them to maximize their potential.
How Do You Support Gifted Children?
Gifted children need support for both academic and social-emotional development. The traditional classroom can be a poor fit if gifted students aren’t challenged appropriately. That’s why it’s important to look to gifted services in your local area. Depending on where you live and which school district you are in, this might include ability grouping, gifted pull-out classes or access to gifted public schools. Outside of school, gifted programs may offer gifted students the chance to further explore a unique subject of interest, or they can provide a place to form social connections with intellectually-similar peers. Check out our article on gifted education for more information on education and support options available.
Resources for Gifted Children
Want to learn more about a gifted topic? Our resource library offers free gifted articles, guides, research and more to help inform and support gifted students and their families. To help you get started, here are some articles you may be interested in:
Yes. The current federal definition of gifted students was originally developed in the 1972 Marland Report to Congress, and has been modified several times since then. The current definition, which is located in the Elementary and Secondary Education Act, is:
Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities
Note: States and districts are not required to use the federal definition, although many states base their definitions on the federal definition.
Read more about the definition.
How many gifted children are there in the U.S.?
The U.S. Department of Education's Office of Civil Rights estimates that six (6) percent of public school students are enrolled in gifted and talented programs.
Learn more about Gifted Education in the U.S.
Who makes decisions about gifted students' experiences in school?
Almost all decisions about gifted education are made at the state and local level.
Although many school districts recognize that gifted and talented students are individuals with unique needs, state laws, local policies, and available funding vary widely, resulting in disparity of services between school districts and uneven protection for gifted and talented students under the law.
In many instances, gifted students must rely on a persistent parent, a responsive teacher, or an innovative school administrator to ensure that they are adequately challenged in the classroom. Because this task isn't always easy, NAGC is committed to increasing awareness of the importance of quality gifted education programming for high-ability learners. In many ways, we all have a voice in determining how schools value and nurture students' gifts and talents.
Find practical advice about getting involved and making your voice heard at all levels.
What are the different ways gifted students are served in the classroom?
Because every child is different, NAGC recognizes that there is no “one perfect program” for teaching gifted students. Instead, the NAGC Pre-K-Grade 12 Gifted Programming Standards state that “a continuum of services must exist for gifted learners” at every level.
What exactly does this mean? Essentially, a “continuum of services” provides administrators, teachers, parents, and students with a menu of educational options that are respectful of individual student differences and mindful of classroom and community resources. In most cases, the decisions about the range of services offered are made locally, and may include pull-out programs, advanced classes, varied grouping strategies, acceleration, differentiation of curriculum and instruction, dual enrollment, magnet schools, and specialized, self-contained schools (e.g., high schools for performing arts).
This range of services can be organized in a variety of ways:
- Accommodations in the regular classroom
- Part-time assignment to both regular and special classes
- Full-time grouping with students of similar abilities
- Acceleration or grade advancement
Bear in mind that some district practices (e.g., early entrance to kindergarten or dual enrollment in high school and college) are governed by state policy, which often supersedes local policies and practices. Become familiar with state and local law and policies and review the Glossary of Terms.
Learn more about Gifted Education Practices.
How do I know if a gifted program is of high quality?
In any school district, high-quality gifted programming requires careful planning, maintenance, and evaluation. One of the best ways to determine whether a gifted program "measures up” is to compare the various components of the existing programs and services to the NAGC Pre-K-Grade 12 Gifted Programming Standards. The Standards were written by a distinguished panel of educators who represent a wide range of expertise and geographical areas. The Standards establish a set of minimal and exemplary criteria for seven different aspects of effective programming: Curriculum and Instruction, Program Administration and Management, Program Design, Program Evaluation, Socio-Emotional Guidance and Counseling, Professional Development, and Student Identification, and can be used for planning purposes or as an evaluation tool.
What kind of training does a teacher need to work with gifted students?
You might think twice before sending a tennis coach to baseball’s spring training season; although there would be overlap in general kinesthetic and sports psychology knowledge, the nuances of the two sports are very different and require disparate sets of coaching skills. Just as a baseball team needs a coach who understands baseball, gifted students need guidance from well-trained, challenging teachers who understand their educational needs.
Teacher training requirements for working with gifted students are determined at the state and local levels. Although gifted and talented students are in every school and classroom, few districts require that all classroom teachers receive training to address the educational needs of advanced learners.
Research indicates that teachers who have received training in gifted education are more likely to foster higher-level thinking, allow for greater student expression, consider individual student strengths and weaknesses, and provide a variety of learning experiences to challenge students. This vital expertise that benefits all students is not developed merely as a result of one-hour training sessions; refining teacher skills requires high-quality professional development, time, materials, and continued support.
Read the knowledge and skills in gifted education that all teachers should have.
How much does the federal government spend on gifted education?
The federal government does not provide funding directly to local school districts for programs and services for gifted and talented students.
The only federal program for gifted children is the Jacob K. Javits Gifted and Talented Students Education Act, which focuses on identifying and serving students who are traditionally under-represented in gifted and talented programs (minority students, students from low income backgrounds or who are English language learners, and children with disabilities) to help reduce gaps in achievement and to encourage the establishment of equal educational opportunities for all U.S. students. The program funds applied research and the National Research Center on the Gifted and Talented. In fiscal year 2017 the Javits program received $12 million in federal funds.
Do The Common Core State Standards address the needs of gifted students?
The Common Core language arts and mathematics standards have been written to uphold and advance high standards for all students. For advanced students, however, fidelity to grade-level standards will limit learning. The drafters of the Common Core did not write standards for advanced learners and have acknowledged that some students will be ready to move beyond these standards before the end of the year.
NAGC provides an in-depth look at the standards and gifted learners.
How much money is spent on gifted education?
No federal agency gathers information about the total expenditures for gifted and talented students. As stated above, the federal government does not provide funding directly to districts specifically for gifted education. NAGC gathers information about the amount of funding states spend for gifted education, although it is not possible to know the amount districts are spending from local funds.
Not all states spend money for gifted and talented education. Among those that do, not all designate funds based on numbers of gifted students but instead use a range of funding formulas and implementation procedures that do not always result in an equitable distribution of funds. In states without state funds for gifted students, education for gifted and talented students can continue only in communities that can provide the services without state or federal help.
Learn more about the current level of funding in your state.
Do any states have "academies" for advanced students?
Yes. Several states have statewide public high schools for advanced math and science and/or arts and the humanities. Although the admissions requirements vary, these high schools are typically residential schools for juniors and seniors from within the state; most of the schools are located on university campuses.
Whom do I contact in my state?
The state department of education is one of the best places to start for seeking state-specific information related to gifted education. In most cases, they will be the repository for education laws and policies and they may also have lists of public and private schools that serve gifted students as well as designated personnel and website information specifically for gifted education.
In addition, many states have organizations affiliated with NAGC that work on state-specific initiatives and training. NAGC Gifted by State provides information and link to state departments of education, your state association (if one exists), and data about your state funding and services.
There may be other resources available to you in your local region. Visit the NAGC Gifted and Talented Resources Directory.
Are there any national reports about gifted students or gifted education?
There are two federal reports that are often cited when discussing gifted education: A Nation at Risk (1983) and National Excellence: A Case for Developing America's Talent (1993). They both highlight the missed opportunities to identify and serve gifted students in the U.S. resulting in a call for additional research and programming in the field of gifted education.
The issuance of national program standards by NAGC in 1998 also helped solidify the field’s intent and provide school districts across the country with a set of programming criteria. Published in 2004, A Nation Deceived reported on the advantages of acceleration for gifted children, which illustrated America's inability to properly meet the needs of its most able students despite the overwhelming research supporting acceleration practices in schools.
What are the most common myths confronted by supporters of gifted and talented education?
For decades, myths related to gifted education have had detrimental effects on providing quality instruction for our nation's high-ability learners. These myths have affected every facet of the field, and in turn have distorted the perception of not only what gifted students need in the classroom but also what they can offer the nation now and into the future.
NAGC has compiled a list of the most prevalent myths in gifted education, complete with supporting links with evidence explaining why the myth is untrue. Information contained on subsequent pages provides you with the arguments and facts needed to rebut, and hopefully dispel, these myths. View Myths In Gifted Education.