Over the past decade, the National Center for Research on Gifted Education (NCRGE), funded by the Jacob K. Javits Gifted and Talented Students Education Program, has conducted large-scale, multi-method studies to improve equity in the identification of and instructional support for gifted students. NCRGE has identified barriers and promising practices that impact gifted identification and access to gifted services, particularly for historically underserved students. This article presents an overview of several studies conducted over the past 10 years and provides insights for educators, administrators, and policymakers committed to providing meaningful access to advanced learning opportunities.
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