In every state, the identification criteria are very important because it acts as a guide in formulation of programs to be implemented in identification of those students who are gifted in each district (Education Commission of States, 2004). Therefore, there is a probability of having different identification criteria for identifying gifted students ranging from one state to another.
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In other words, every state is free to have its own ways of identifying and classifying gifted students.
There is therefore no specification through the federal legislation which requires the states to provide any special attention on the gifted or talented children. In the United States, talented education is entirely left over the control of the state affair (Education Commission of States, 20). However, there are some variations in which this is viewed. The world events, people, and trends have significantly influenced how giftedness is defined and how gifted students are identified. The way in which giftedness and the way gifted students are identified matters a lot. The gifted students are found everywhere in all geographical regions, racial, ethnic and socioeconomic groups (Barbara, 2002). In most cases, the number of gifted students varies from one place to another. However, this is not just enough for a gifted student. Gifted students are also associated with good performance in class.
This group of students has a strong inner desire to learn more and does not require intensive attention in training compared to other students. Gifted students can be viewed as those students who display a high level of creativity, intellectual ability, cognitive ability, as well as a high capacity for motivation.
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