In 1969, Congress mandated a study by the U.S. Commissioner of Education to determine the extent to which the needs of gifted and talented children were being met. The ensuing document, known as the Marland Report (1972), contains a definition of giftedness that has been and continues to be the one most widely adopted or adapted by state and local education agencies. The Report states:
Gifted and talented children are those identified by professionally qualified persons who, by virtue of outstanding abilities, are capable of high performance. Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas, individually or in combination:
General intellectual ability
Specific academic aptitude
Creative or productive thinking
Leadership ability
Visual and performing arts
Psychomotor ability
Although the definition has been criticized as being limiting and of promoting elitism, more than 80% of the 204 experts polled for their reactions to the Marland Report definition agreed with the selection of the categories of high intellectual ability, creative or productive thinking, specific academic aptitude, and ability in visual or performing arts. Approximately half of the experts agreed that social adeptness and psychomotor ability should be included.
By placing an emphasis on math, science, foreign languages, and computer learning, federal definitions highlight the fact that the ways in which schools operationally define giftedness are often based on the needs of society. Definitions are also influenced by political, cultural, and socioeconomic factors. The history of gifted education mirrors the history of public education. So it will come as no surprise that with the No Child Left Behind agenda giving rise to a renewed and energetic interest in the achievement of all our nation’s students, that we must also seek out and provide for all of our nation’s gifted students.
Gifted students can be found in all subgroups of our society who have historically been underrepresented and underserved, including females, minorities, persons with disabilities, young and highly gifted, persons of limited English-speaking proficiency, and families living in poverty.
The motivation to identify and provide services for ALL gifted children is found in our nation’s need to develop the full capacity of ALL of our most treasured resources—our children.