Gifted students' learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in rigorous experiences, including interactions with one another. Talent development is a two-part process. First, educators and parents must provide opportunities for talent to surface, and then they must recognize the talent and provide educational opportunities that engage the emerging talent and move it to exceptional levels. Unfortunately, a variety of barriers exist that limit underserved students' participation in this process. We discuss these barriers within a proposed model of talent development. Keywords academic achievement, underrepresentation, at risk, identification of gifted children, cultural differences Gifted and talented programs and services aim to promote, enhance, and extend the talents and abilities of students. Prior to such interventions, students' potential talents

This study investigated developmental gender differences in mathematics achievement, using the child and adolescent portion (ages 6-19 years) of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were divided into two age categories: 6 to 11 and 12 to 19. Error categories within the Math Concepts & Applications and Math Computation subtests of the KTEA-3 were factor analyzed and revealed five error factors. Multiple ANOVA of the error factor scores showed that, across both age categories, female and male mean scores were not significantly different across four error factors: math calculation, geometric concepts, basic math concepts, and addition. They were significantly different on the complex math problems error factor, with males performing better at the p < .05 significance level for the 6 to 11 age group and at the p < .001 significance level for the 12 to 19 age group. Implications in light of gender stereotype threat are discussed.

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