This study explores the relationship between state policies, including state mandates and state aid allocations, and the distribution of educational opportunities. Specifically, we analyze the availability of and participation rates in programs for gifted and talented students using data from the Common Core of Data 1993–94 and the Schools and Staffing Survey 1993–94. Analyses herein suggest that program mandates and funding may be effective tools for increasing the distribution of opportunities for gifted children. However, models of both aid distribution and opportunity distribution indicate a tendency of states more significantly involved in gifted education, as indicated by mandates and funding, to promote regressive distributions of opportunities (greater availability in schools with fewer low-income students) through regressive distributions of aid (higher levels of aid to districts with fewer children in poverty). More specific case analyses, however, reveal that some states like Virginia may be taking steps to promote more neutral distributions of opportunities through more progressive allocations of state aid.

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T wenty-five years ago, armed with the courage of my convictions and a respectable collection of empirical evidence, I articulated what I considered to be a compelling argument against the cosmetic use of multiple selection criteria as a guiding principle for identifying children and youth with high potential. To assess the current status of this myth, I enthusiastically embarked on a review of the past quarter century of research, pertinent standards established by the field's key professional organizations, state statues and policies, and a national sampling (albeit decidedly nonrandom) of district-level documents I uncovered through Web-based sleuthing. My conclusion is summed up in the aphorism "the more things change, the more they remain the same."

The role of a Gay-Straight Alliance as a force for social justice, as well as for support in a school community, is highlighted in one GSA's story. The GSA and an annual countywide conference, PrideWorks, have as their key goals education and advocacy. Their focus on making schools an inclusive and respectful place where all are welcome and valued carries a message for students, parents, and professionals. An underlying theme of bright, articulate teens as the leadership force emerges through the students’ words and adults’ reflections. The stories of the GSA and conference are told through interviews with key individuals, including teachers, current and former students, and other school personnel. Connections are made to the larger context of the “new gay teenager.”

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