There is enough evidence that many states such as New York have failed their Gifted students by abandoning their special needs. On the other hand, other countries States such as California have devised strategies to provide gifted education although they still have underexploited the talents. On this ground, there is need for States to take more consideration of Gifted students, work along with their parents and support their special needs. A comparison of how New York and California handles Gifted Education will illuminate on the various strengths and weakness of Gifted education programs.
The definition of Gifted students has always been a subject of controversy. Evidently, different States provide different definition for Gifted students. The New York State defines Gifted Pupils as those who show evidence of high performance capabilities and exception potential in area such as general intellectual ability, special academic aptitude and outstanding ability in visual and performing arts. They also recognize that such pupils need special programs that are designed different from those of regular students. On the other hand, California defines Gifted students who show exceeding intellectual, creative, specific academic, leadership, high achievement, visual arts talent abilities. Those who show such abilities are enrolled in Gifted and Talented Education (GATE). Unlike New York, California the State Board of Education approves the criterion for selection of Gifted Students within different districts (Walcott, 2014). Notably, different states provide different definition of Gifted Students, which influences the way they handle these students. There is a concession that talented students are students with exceedingly high performance and who show evidence of specialization in different areas. Secondly, such students have special needs that need to be tendered if such talents are to mature and become rewarding for their