The articles in this volume address the numerous challenges educators face in their attempts to accurately identify gifted and talented students. Solutions to these challenges and avenues of future exploration are also discussed.

About the Editors
Series Introduction - Sally M. Reis
Introduction to Identification of Students for Gifted and Talented Programs - Joseph S. Renzulli
1. Is Any Identification Procedure Necessary? - Jack W. Birch
2. Myth: There Must be "Winners" and "Losers" in Identification and Programming! - Carolyn M. Callahan
3. The Role of Creativity in the Identification of the Gifted and Talented - E. Paul Torrance
4. Identifying Young, Potentially Gifted, Economically Disadvantaged Students - James H. Borland, Lisa Wright
5. Nonentrenchment in the Assessment of Intellectual Giftedness - Robert J. Sternberg
6. Lies We Live By: Misapplication of Tests in Identifying the Gifted - Robert J. Sternberg
7. Myth: The Gifted Constitutes 3-5% of the Population - Joseph S. Renzulli
8. The Legacy and Logic of Research on the Identification of Gifted Persons - Joseph S. Renzulli, Marcia A. B. Delcourt
9. Problems in the Identification of Giftedness, Talent, or Ability - John F. Feldhusen, J. William Asher, and Steven M. Hoover
10. Cognitive Profiles of Verbally and Mathematically Precocious Students: Implications for Identification of the Gifted - Camilla Persson Benbow, Lola L. Minor
11. Screening and Identifying Students Talented in the Visual Arts: Clark¿s Drawing Abilities Test - Gilbert Clark
12. The Characteristics Approach: Identification and Beyond - Sylvia Rimm
13. The Influence of Identification Practices, Race and SES on the Identification of Gifted Students - Jamieson A. McKenzie
14. Labeling Gifted Youngsters: Long-term Impact on Families - Nicholas Colangelo, Penny Brower
Index

Joseph S. Renzulli is professor of educational psychology at the University of Connecticut, where he also serves as director of the National Research Center on the Gifted and Talented. His research has focused on the identification and development of creativity and giftedness in young people and on organizational models and curricular strategies for total school improvement. A focus of his work has been on applying the strategies of gifted education to the improvement of learning for all students. He is a fellow in the American Psychological Association and was a consultant to the White House Task Force on Education of the Gifted and Talented. He was recently designated a Board of Trustees Distinguished Professor at the University of Con-necticut. Although he has obtained more than $20 million in research grants, he lists as his proudest professional accomplishments the UConn Mentor Connection program for gifted young students and the summer Confratute program at UConn, which began in 1978 and has served thousands of teachers and administrators from around the world.