Abstract
In this case study, South Carolina's gifted education policy development, changes, and implementation are explored from three perspectives: policymakers, linkers, and adopters. Document review and individual and focus group interviews with policymakers, those who develop statute, regulation, and policy; linkers, district persons who implement policy; and adopters, school-based persons, comprised data sources. Research questions include how did general education reform create change in gifted education between 1984 and 2004? What were the primary influences? Locally, how was meaning made? General education reform produced a nonlinear process of gifted policy implementation, resources to develop gifted programs, and attention to equity and access issues. Primary change influences were leadership and political relationships. Required teacher endorsement created local impact. Need exists for curriculum policy development.
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