Elevate Gifted Learning
Curated resources and advocacy for elementary students and their advocates.
Empowering Gifted Learners
ABOUT GIFTED
WHAT IS GIFTED MEAN?
Depending on who you ask or where you look for the information, you may get a varied definition since there has been so much deliberation and research about it. As of 2026, in North Carolina the state definition of Gifted Education is:
“The General Assembly believes the public schools should challenge all students to aim for academic excellence and that academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared to others of their age, experience and environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.”
(North Carolina. Gen. Stat. § 115C-150.5)
https://www.dpi.nc.gov/students-families/enhanced-opportunities/advanced-learning-and-gifted-education
It defines Academically or Intellectually Gifted (AIG) students as those who: Perform or show potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Exhibit high performance capability in intellectual areas, specific academic fields, or both. Require differentiated educational services beyond those ordinarily provided by the regular educational program to develop their potential.
https://www.dpi.nc.gov/students-families/enhanced-opportunities/advanced-learning-and-gifted-education
It defines Academically or Intellectually Gifted (AIG) students as those who: Perform or show potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Exhibit high performance capability in intellectual areas, specific academic fields, or both. Require differentiated educational services beyond those ordinarily provided by the regular educational program to develop their potential.
The state mandate emphasizes that outstanding abilities are present in students from all cultural groups, [Equity Focused] across all economic strata, and in all areas of human endeavor. While the state provides this broad definition, North Carolina gives Local Education Agencies (LEAs) the flexibility to determine their own specific criteria for identification. This generally falls into three categories:
Academically Gifted (AG)
Students who demonstrate high levels of achievement in specific areas like math or reading.
Intellectually Gifted (IG)
Students who exhibit high aptitude (potential) on cognitive tests may not yet show high academic achievement.
AIG (Both)
AM/AR
Students who demonstrate both high aptitude and high academic achievement (in either Math or Reading)
According to the National Association for Gifted Children (NAGC), A Definition of Giftedness That Guides Best Practice - National Association for Gifted Children. (2019). Nagc.org. https://www.nagc.org/news/a-definition-of-giftedness-that-guides-best-practice, “According to the NAGC, students with gifts and talents have diverse origins, where students come from all racial, ethnic, and cultural populations, as well as all economic statuses.
According to the National Association for Gifted Children (NAGC), all gifted learners must have access to opportunity: Require sufficient access to appropriate learning opportunities to realize their potential (funding for teachers to continue providing them with their differentiated instruction).
Also, according to the National Association for Gifted Children (NAGC), there is such a thing as asynchronous development and even a thing called being Twice-Exceptional, which means a student can have learning and processing disorders (such as ADHD or dyslexia) that require specialized intervention and accommodation, while also having a Differentiated Education Plan.
The NAGC suggests a Holistic Support when it comes to gifted education, really focusing on the need for support and guidance to develop socially and emotionally, as well as in their areas of talent. Most of all, the National Association for Gifted Children (NAGC) National Association of Gifted Children suggests that students of gifted education require varied services based on their changing needs over time (for example, a student may need advisement if they are struggling with a class, or they may need grade advancement if they are not being challenged enough to meet their individual learning needs.)
According to the National Association for Gifted Children (NAGC), all gifted learners must have access to opportunity: Require sufficient access to appropriate learning opportunities to realize their potential (funding for teachers to continue providing them with their differentiated instruction).
Also, according to the National Association for Gifted Children (NAGC), there is such a thing as asynchronous development and even a thing called being Twice-Exceptional, which means a student can have learning and processing disorders (such as ADHD or dyslexia) that require specialized intervention and accommodation, while also having a Differentiated Education Plan.
The NAGC suggests a Holistic Support when it comes to gifted education, really focusing on the need for support and guidance to develop socially and emotionally, as well as in their areas of talent. Most of all, the National Association for Gifted Children (NAGC) National Association of Gifted Children suggests that students of gifted education require varied services based on their changing needs over time (for example, a student may need advisement if they are struggling with a class, or they may need grade advancement if they are not being challenged enough to meet their individual learning needs.)