This study found that definitions of what constitute students who are gifted and talented as well as policies and procedures to identify these high-ability students play a critical role in determining which individuals actually receive gifted services. Results indicate substantial changes in definitions and categories of giftedness over the past decade. Results also reveal variability in identification methods. It should be noted that at present, no state advocates use a single-score decision-making model for gifted classification. The authors discuss the implications of these findings for school psychology.
McClain, M. & Pfeiffer, S. (2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28, 59–88. https://dx.doi.org/10.1080/15377903.2012.643757