Establishing criteria for high ability versus selective admission to gifted programs: Implications for policy and practice

Admission to gifted programs involves identification, which entails theorie s of intelligence. Unfortunately, limited resources and space availability often take precedence over theory and educational philosophy in the admissi on process. Three selective gifted programs are used as examples of how the ories of intelligence, driven by individual program philosophies, can be us ed as bases of admission within the practical limitations of each. The Cisc o A. Carter Gifted Early Education Program identifies inner-city preschoole rs for both general intelligence and specific skills. The Jrrlliard Pre-Col lege Program selects participants based on a specific skill. Hunter College Elementary School screens for general intellectual giftedness. Issues such as age of identification, underrepresented populations, and gifted childre n with diverse abilities and needs also are addressed.