On March 12, 2026, Dr. Ann Colorado will present at the W&M National Curriculum Network Conference, which focuses on curriculum and programming for gifted learners. Her session, “The Power of We: A Step-by-Step Guide to Gifted Program Planning with Stakeholders,” aims to assist educators in involving stakeholders in planning gifted programs. The conference celebrates its 30th anniversary and features Dr. Joyce VanTassel-Baska.
Author Archives: Dr. Ann H. Colorado
Equity in Gifted Education Mini-Series Post # 9: Putting it all Together
This 8-part mini-series emphasized the importance of equity in gifted education through diverse scholarly contributions. Key themes include broad definitions of giftedness, culturally responsive identification, and rigorous curricula. Achieving equity requires continuous reflection, professional learning, and collaboration, framing it as an ongoing commitment rather than a mere initiative.
Equity in Gifted Education Mini-Series Post #8: Dr. Joy Lawson Davis, Diversity Education, and Gifted Education
Dr. Joy Lawson Davis is a distinguished leader in diversity and gifted education, focusing on equitable programming that reflects student diversity. Her efforts include promoting inclusive identification practices, high-expectation instruction, and systemic accountability. She encourages educators to engage in professional learning and advocate for inclusive policies to enhance equity in gifted education.
Equity in Gifted Education Mini-Series Post #7: Dr. James Borland and the Conception of Giftedness
Dr. James Borland, Professor Emeritus at Columbia University’s Teachers College, advocates for redefining giftedness from a fixed trait to a developmental process. His work emphasizes equitable access to advanced learning, prioritizes talent cultivation over labeling, and encourages inclusive education systems, particularly for underrepresented gifted students.
Equity in Gifted Education Mini-Series Post #6: Zaretta Hammond and Culturally Responsive Teaching, Rigor, and Brain Science
Zaretta Hammond emphasizes the interconnectedness of rigor and cultural responsiveness in education, which can be particularly relevant for gifted education and talent development. Her “Ready for Rigor” framework advocates for understanding how culture and cognition influence learning. By fostering relationships, enhancing intellective capacity, and creating inclusive environments, educators can better support the talent development and potential gifted identification of historically underrepresented students.
Equity in Gifted Education Mini-Series Post #5: Dr. Mary Frasier and Strengths-Based Gifted Screening and Identification
Dr. Mary Frasier, a notable scholar from the University of Georgia, focused on equitable identification of gifted students. Her contributions, including the Frasier Talent Assessment Profile and Talent Assessment Battery, promote strength-based identification methods. These tools help recognize emerging talents in diverse learners, enhancing access to gifted services and fostering a dynamic view of giftedness.
Equity in Gifted Education Mini-Series Post #4: Dr. Donna Ford’s 20% Equity Index
Dr. Donna Y. Ford’s 20% Equity Index reshapes gifted education by emphasizing equity over equality, holding that equal treatment does not ensure fair outcomes. This benchmark identifies systemic underrepresentation of marginalized groups, urging schools to monitor and adjust their practices to foster inclusivity and accessibility for all students.
Equity in Gifted Education Mini-Series Post #3: Dr. Donna Ford’s Inequity Dirty Dozen
In a reflection on Dr. Donna Ford’s impactful NAGC23 talk, the ongoing underrepresentation of Black and Brown students in gifted education is emphasized. The post highlights the necessity for systemic change, culturally responsive practices, and accountability in addressing inequities, urging educators and families to advocate for improvements in identification and programming.
Equity in Gifted Education Mini-Series Post #2: Dr. Donna Y. Ford
Dr. Donna Y. Ford is a prominent figure in gifted education, advocating for equity and culturally responsive practices for underrepresented students. She developed the Ford-Harris/Bloom-Banks Matrix, a framework promoting rigorous, multicultural instruction. This tool aids educators in creating inclusive learning experiences that affirm cultural identities while maintaining high academic standards.
Equity in Gifted Education Mini-Series Post #1: Kickoff
This mini-series on equity in gifted education emphasizes the need to address the underrepresentation of Black and Brown students in gifted programs. It highlights the contributions of Black scholars in redefining giftedness and combating systemic barriers. The series aims to inspire educators to implement equitable practices and engage in ongoing reflection and action.
Teaching for Talent 