ACADEMICALLY OR INTELLECTUALLY GIFTED

Academically gifted students are defined as those who demonstrate or have the potential to demonstrate outstanding intellectual aptitude and specific academic ability. In order to develop their abilities, these students may require differentiated educational services beyond those ordinarily provided by the regular school program (Section .1505, Procedures Governing Programs and Services for Children With Special Needs).

For a more detailed definition of academically gifted students.

TOPICS

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Academically or Intellectually Gifted (AIG) Coordinators' Institute
Implementing Article 9B: Research-Based Service Delivery and Effective Program Practices

Academically or Intellectually Gifted (AIG) Forum Leaders
(ppt, 132kb)

American Association for Gifted Children

AIG Tuition Reimbursement
Limited tuition awards are available for education teachers working toward AIG Licensure.

Budget
State and Federal Per Child Allocations for Children with Disabilities and Academically and Intellectually Gifted.

Child Count
Academically or intellectually gifted by LEA and ethnicity.

Gifted Policy Analysis Study for the Ohio Department of Education Final Report October 31, 2003
A policy review study across five states to determine the nature, extent, and relative success of policies governing programs for the gifted conducted by The Center for Gifted Education at the College of William and Mary.
(pdf, 468kb)

Guidelines: Governing Local Plans for Gifted Education
The guidelines for the development of local plans incorporate components of the statute and serve as suggestions for best practice. They provide some statewide consistency in the education of academically or intellectually gifted students.
(pdf, 284kb)

AIG Students End-of-Grade (EOG)

• Rank Order of LEA's for AIG Students End-of-Grade (EOG) by Five Year Math Performance Mean Scores
  • Includes individual math mean scores from 2000 to 2004 with total number of AIG students in each LEA (pdf, 52kb)
    In addition, data on member of AIG students scoring at Level 1, 2, 3 and 4 for each year from 2000 to 2004 are given.
  • Includes individual reading mean scores from 2000 to 2004 with total number of AIG students in each LEA (pdf, 52kb)
    In addition, data on member of AIG students scoring at Level 1, 2, 3 and 4 for each year from 2000 to 2004 are given.
• AIG Charts
  Trend of AIG Student End-of-Grade (EOG) Performance in grades 3-8. Mean Scores in Reading and Math: 1992-93 to 2003-04. Contains subgroup.
  (pdf, 432kb)

Report on Increasing Opportunity to Learn via Access to Rigorous Courses and Programs: One Strategy for Closing the Achievement Gap for at Risk and Ethnic Minority Students
Results of a study conducted for the NC General Assembly detailing the level of enrollment of minority students in academically/intellectually gifted programs, honors courses and Advanced Placement (AP) courses across the state.
(pdf, 192kb)

Standards and Indicators Academically or Intellectually Gifted Add-On Licensure
Teacher education programs and field-based providers of professional development should use these standards and indicators to plan, implement and deliver courses leading to North Carolina add-on licensure in Academically or Intellectually Gifted (AIG). These standards and indicators are aligned with those of the Council for Exceptional Children (CEC), the National Council for Accreditation of Teacher Education (NCATE), the Interstate New Teacher Assessment and Support Consortium (INTASC) and the National Board for Professional Teaching Standards (NBPTS). The INTASC standards, in particular, provided a strong framework for developing these standards and indicators.

The "Non-Negotiables" of Academic Rigor
Rigorous academic environments represent true communities of learning, encouraging both students and teachers to be risk-takers engaged in experimental, investigative and open-ended learning processes.