That is how Elizabeth described her eldest son, Joseph who, at 4 years old, was a highly energetic child with an urgent fascination for numbers. His attraction was so advanced, Elizabeth had to relearn middle school math concepts just to satisfy his curiosity. As Joseph progressed through school, not only did his love for numbers grow, it became apparent that Joseph needed more than what Elizabeth or his teachers could offer.

“He was rejected in school and really struggled. He had so much difficulty,” Elizabeth recounted. She could see the light in Joseph dimming as he struggled to make friends and perform well in elementary and middle school. At the urging of her friends, she got Joseph tested at the district level. The results confirmed that Joseph was 129% more advanced than his peers. Though she was affirmed by these results, receiving them did little to provide Elizabeth relief. “All [his teachers] would say is ‘he’s smart, he’s smart;’ that’s it!” While they acknowledged his gifts, Joseph’s school did not provide him with the support he needed to tap into his potential.

Elizabeth noticed similarities in her younger son, Jacob, her niece, Lucy, and her nephew, Randy. Afraid that, like Joseph, their needs would be ignored, Elizabeth began to spend her free time looking for help. She struggled to find a place that could address the academic and emotional needs of the children. Moreover, the programs she found cost more than her family could afford. “I feel bad because if I had the money, I would do more right away,” Elizabeth insisted. “No matter what, you have an obligation to nourish that hunger of knowledge.”

Luckily, Elizabeth stumbled upon the phone number of Ann Smith, Executive Director of the Gifted Support Center in northern California and longtime supporter of ������Ƶ. “I left a long voicemail, crying. I was so desperate! I tired of fighting.” Ann called Elizabeth back the next day and directed her to ������Ƶ, assuring the mother that, at ������Ƶ, she would find the help and guidance her family needed all along.

For Elizabeth and her family, finding ������Ƶ was a life changer. Elizabeth’s family could receive the help they needed without financial burden, as, to date, no qualified child has been turned away from ������Ƶ due to lack of funds. Though they travel over a 4-hour round trip to attend programming, for Elizabeth, it is well worth it. “They are all so interested in all the programs,” Elizabeth tearfully shared. “They smile now, and they share everything they learn with me. They never wanted to talk before!” Joseph and his cousin, Lucille, both attend the while Joseph’s younger brother, Jacob, and his cousin, Randy, attend the . Elizabeth also receives consulting from Betsy Jones, President and Executive Director of ������Ƶ. Though the needs of the children are still overwhelming, she no longer feels alone. For Elizabeth, ������Ƶ has made all the difference. “It has changed my life and their lives. It’s something beautiful.”

Our goal is to never turn children away due to a lack of resources. Your support helps ������Ƶ serve highly able and creative youth of all backgrounds so no matter where they’ve been, they will have the tools to travel anywhere they want to go. To contribute to ������Ƶ . We appreciate your support. 

To learn more about ������Ƶ programs please . 

As a part of ������Ƶ’s effort to advance the cause of gifted students nationwide, ������Ƶ commissioned the first ever national survey assessing the American public’s views on gifted education. The summary covers the results of a national survey, completed in 2016, that sought to understand the public’s perception of gifted students in the United States. This poll was designed in collaboration with leaders in the field of gifted education, including the National Association for Gifted Children, and conducted by Benenson Strategy Group and The Winston Group.

“We are seeing overwhelming support for funding and resources to ensure that our brightest students’ minds are nurtured and supported, which hasn’t always been the case in the past,” said Elizabeth D. Jones, President & Co-Founder of ������Ƶ. “As a community, we are committed to advocating for what the public wants: helping our highest potential students succeed.”

The poll report contains helpful information about the state of gifted education in the U.S. and details recommendations for how to communicate about gifted students and advocate for this cause. The goal of this document is to provide a tool for the gifted community, families, teachers and professionals alike to use when advocating for these unique learners.

The poll report was written by Jones and Dr. Shelagh A. Gallagher. The authors will be hosting a webinar presenting the results and answering viewer questions on March 26th at 11 a.m. PST/2 p.m. EST. The webinar is free and open to the public.

Additional contributors include: Alan Arkotov of , Dr. Jim Delisle, René Islas formerly of , Michael Petrilli & Chester Finn of , Ann Smith of , Dr. Amy Shelton of and Adam Umhoefer of .

The release of the full results was preceded by a poll summary, , released in August 2018. This document contains highlights from the results of the poll.

Read the full report.

For more information about ������Ƶ’s policy initiatives or any of ������Ƶ’s other programs and services, visit our Advocacy page.��

As a part of ������Ƶ’s , ������Ƶ commissioned the first ever national survey assessing the American public’s views on gifted education. Linked below you will find a summary of the national survey, completed in 2016, that sought to understand the public’s perception of gifted students in the United States. This poll was designed in collaboration with leaders in the field of gifted education, including the National Association for Gifted Children, and conducted by Beneson Strategy Group and The Winston Group.

The summary contains helpful information about the state of gifted education in the U.S. and details recommendations for how to communicate about gifted students and advocate for this cause. Our hope is that this document would be a tool for the gifted community, families, teachers, and professionals alike to use when advocating for these unique learners.

Thank you to Alan Arkotov of , Dr. Jim Delisle, Dr. Shelagh A. Gallagher, René Islas of , Michael Petrilli and Chester Finn of , Ann Smith of Gifted Support Center, Dr. Amy Shelton of and Adam Umhoefer of for their assistance and support.

How can you use this information to advocate for gifted learners in your state? Share your ideas below!