In North Carolina, state legislation mandates that public schools identify and serve academically or intellectually gifted (AIG) K-12 students. Each LEA determines how to identify and serve its own AIG student population. This honors local context and supports each LEA to do what is best for its own AIG student population. LEAs must adhere to state legislation, which guides LEAs and defines academically or intellectually gifted students (see below), and also use the NC AIG Program Standards, as a guide in the development of local AIG plans and programs. The State Board of Education approved NC AIG Program Standards provide a statewide framework for quality programming while supporting local context.
NEW: NC AIG Program Standards Update
On June 3, 2021, the NC AIG Program Standards were amended by the State Board of Education. This process included a period of review of previous NC AIG Program Standards by internal and external stakeholders, an analysis of feedback provided by stakeholders and the development of proposed revisions, with an additional period of review and feedback collected via survey before presenting to the State Board of Education. The newly adopted NC AIG Program Standards will be utilized in preparation for the submission of new Local AIG Plans in the coming year. The NC AIG Program Standards serve as the framework for the development local AIG programs. The newly revised NC AIG Program Standards may be accessed here.
State Definition of AIG Students
Academically or Intellectually Gifted (AIG) students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experiences or environment. Academically or Intellectually Gifted students exhibit high-performance capability in intellectual areas, specific academic fields, or in both the intellectual areas and specific academic fields. Academically or Intellectually Gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor. Article 9B (N.C.G.S. § 115C-150.5)
A Call to Action
Critical Actions to Realize Equity and Excellence in Gifted Education: Changing Mindsets, Policies, and Practices
Increase access and opportunities to increase achievement and growth for all
To set the foundation for realizing both equity and excellence, we must approach it from the shared perspective that both can be realized. Both are integral to a successful educational environment. This commitment toward equity and excellence is urgent and requires intentional and sustained actions. No single action will change mindsets, policies, and practices; we must synergize efforts to increase achievement and growth for all.