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

Many federal definitions and popular theories of giftedness specify creativity as a core component. Nevertheless, states rely primarily on measures of intelligence for giftedness identification. As minority and culturally diverse students continue to be underrepresented in gifted programs, it is reasonable to ask if increasing the prominence of creativity in gifted identification may help increase balance and equity. In this paper, we explore both layperson and psychometric conceptions of bias and suggest that adding creativity measures to the identification process alleviates both perceptions and the presence of bias. We recognize, however, the logistic and measurement-related challenges to including creativity assessments.

This paper reviews the relationship between creativity and equitable thinking and the individual differences in personality, demographic, and experiential factors that influence both concepts as they affect each other. Given the nationwide push to increase equity in public schools, interventions beyond teaching about equity are becoming progressively more vital to school improvement. The work suggests that schools may be able to increase equitable thinking and, accordingly, community equity by employing creative thinking strategies in classrooms.

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Children's oral language skills typically begin to develop sooner than their written language skills; however, the four language systems (listening, speaking, reading, and writing) then develop concurrently as integrated strands that influence one another. This research explored relationships between students' errors in language comprehension of passages across oral and written modalities (listening and reading) and in language expression across oral and written modalities (speaking and writing). The data for this study were acquired during the standardization of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Correlational analyses from the total sample (n = 2,443-3,552) and within grade bands revealed low to moderate correlations (.26-.50). No evidence of convergent or divergent validity was found when comparing correlations of "same-name" error types (e.g., inferential errors across modalities) with correlations of "different-name" error types. These results support previous research findings and hypotheses that language by ear, eye, hand, and mouth are separable but interacting systems that differ in more ways than modality of input/output.