A National Study of Local and State Advocacy in Gifted Education

Abstract

This qualitative study examined advocacy in local and state contexts. Sixty-one examples of advocacy from 34 states were summarized through screening surveys sent to state directors of gifted education and to collaborative school districts from the National Research Center on the Gifted and Talented. Six sites were investigated further through case studies leading to the cross-case analysis that is reported in this paper. Overall, the study was guided by 2 questions. First, what do local and state advocacy efforts on behalf of gifted and talented children look like? Second, what factors facilitate positive outcomes for advocates? As defined by advocates, local and state advocacy ranges from short-term efforts in a single school building, to increased services for children, to complex, statewide initiatives to influence legislation, develop policies, and secure funding. Factors that support positive outcomes include advocates who are persistent, knowledgeable about both best practices in gifted education and local/state political processes, and more often collaborative than adversarial. The role of the champion, the importance of advocacy for acceptance, and the practical problem-solving skills and tools of individual advocates and groups of advocates are explored.