Identification of Gifted Students in the United States Today: A Look at State Definitions, Policies, and Practices

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Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement (2013, background): “Indeed, a common criterion for gifted identification is scoring at or above the 95th to 97th percentile on a standardized achievement measure (McClain & Pfeiffer, 2012).”
A Meta-Analysis of Gifted and Talented Identification Practices (2018, methodology): “This supports previous findings that Black and Hispanic students continue being largely underidentified and underrepresented in gifted programs in the United States for decades (Daniels, 1998; Erwin & Worrell, 2012; D. Ford, 2014; Yoon & Gentry, 2009).”
Current Perspectives on the Identification and Assessment of Gifted Students (2012, background): “So that ultimately, from those whom we select and from those who participate in gifted programs, a large percentage go on to accomplish extraordinary things (McClain & Pfeiffer, 2012; Pfeiffer, 2011, 2012).”