Children with extraordinary gifts and talents are different and have different needs when it comes to helping them achieve their full potential. We parents, teachers, and advocates often get nervous to call attention to bright children, and many times we fall into the trap of working under the radar or even making ourselves invisible. When we do this, we pull our bright children into the shadows with us. Hiding hasn’t worked in the past and won’t work in the future. We need a new approach to increasing support for the needs of gifted children.
U.S. Education Secretary John King returned to Capitol Hill on June 29, 2016, to discuss with members of the Senate Health, Education, Labor & Pensions (HELP) Committee proposed regulations to implement the accountability provisions of the Every Student Succeeds Act (ESSA). 
by Scott Peters, an associate professor at the University of Wisconsin-Whitewater.
Why not add factors to state accountability systems that will reward school districts for doing the right thing? Adding accountability factors on the availability of and access to advanced courses and gifted education programming and services could encourage districts that had previously focused exclusively on the most struggling learners to take a chance on adding rigor to their offerings to focus on other of their students.
by M. René Islas, executive director of the National Association for Gifted Children, and Del Siegle, director and principal investigator of the National Center for Research on Gifted Eudcation.