Statistical information from Guiding the Gifted Child, 2002.
§ The mean, or average, IQ is 100. Standard deviations, in most cases, are 15 points.
§ The majority of the population, 68.26%, falls within one standard deviation of the mean (IQ 85-115).
This is the intellectual ability range addressed by the standard school age/grade-based curriculum.
§ 13.59% of the population is between the first and second standard deviation below the mean (IQ 70-85), and 13.59% is between the first and second standard deviation above the mean (IQ 115-130).
Students on both sides of the curve require a modification to the curriculum from that provided to mainstream students to address their needs.
§ 2.14% of the population is between the second and third standard deviation below the mean (IQ 55-70), and 2.14% is between the second and third standard deviation above the mean (IQ 130-145).
These exceptional students on both sides of the curve require an individualized curriculum to address their individual needs.
§ 0.13% of the population is more than three standard deviations below the mean (IQ <55), and 0.13% of the population is more than three standard deviations above the mean (IQ 145-160). Thus, 13 out of 10,000 individuals score above 145 and are considered profoundly gifted.
These students on both sides of the curve are very exceptional and require individualized accommodations to address their needs.
§ Approximately, one out of 30,000 individuals (.003%) is more than four standard deviations above the mean (IQ >160).
These students with an IQ of 160 and above require extremely exceptional educational accommodations to meet their needs.
Policies & Practices
In 2015, the
Elementary and Secondary Education Act (ESEA) was revised and
reauthorized as the Every Student Succeeds Act (ESSA), which now
includes several provisions to support gifted students. The ESSA/ESEA
signifies the first time that the U.S. Congress makes clear Title I
funds may be used to identify and serve gifted students. It also
requires states and school districts to specify how they will use such
funds to train teachers to identify and meet these students’ academic
needs. This legislation replaces No Child Left Behind and effectively
shifts the bulk of involvement and authority in public schools from the
federal government to states and local school districts.
(Read more about the ESEA provisions for gifted students on the
National Association for Gifted Children's website
for Talent Development