[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587332-105":59,"doc-detail-587332-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","talented-and-gifted-education-identification-and-representation","Talented and Gifted Education - Identification and Representation","","Talented and Gifted (TAG) education in Oregon identifies and supports students with outstanding ability or potential across intellectual, academic, creative, leadership, and arts-related areas. Districts must create plans for TAG identification and support through classroom extensions, embedded supports, or dedicated programs, while TAG receives no additional per-pupil funding beyond weighted formula supports. The report highlights underidentification for historically disadvantaged groups and emerging bilinguals, limited movement after grade 5, variation by district and school type, and reduced identification among disability and high-need populations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/talented-and-gifted-education-identification-and-representation/587332/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/talented-and-gifted-education-identification-and-representation/587332.png","ImageObject",300,407,{"name":92,"@type":93},"วิน","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does TAG education aim to do in Oregon?","Question",{"text":112,"@type":113},"TAG education identifies and supports students with outstanding ability or potential, then provides appropriate services so these students can realize their contribution to self and society.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do Oregon TAG identification rates compare to national rates?",{"text":117,"@type":113},"Typically, around 6–7% of enrolled students are identified as TAG in Oregon in a given school year, which is comparable to national rates, with some short-term fluctuation after COVID-19.",{"name":119,"@type":110,"acceptedAnswer":120},"Which student groups are identified for TAG at lower rates, and why is it concerning?",{"text":121,"@type":113},"Students from historically disadvantaged racial/ethnic groups and emerging bilinguals are identified at much lower rates than expected. The report links this underidentification to achievement and opportunity gaps and possibly inequitable identification methods.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587332,1792061502,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":41,"preview_page_count":4},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","Talented and Gifted Education: Identification and Representation  \nTalented and Gifted education, or TAG, serves to identify and support the needs of students with outstanding ability or potential in a range of areas. While intellectual and academic performance is the most commonly associated trait of this group, Oregon recognizes talent in a range of other areas, including creativity, leadership, and artistic ability [ORS 343 .395(4)] .  \nOregon law and rule require all districts to create a plan to identify and support TAG students within their district. Districts offer support in a variety of ways, ranging from curricular extensions and supports embedded within the classroom, to dedicated programs or schools that serve primarily or exclusively students identified as TAG. Although Oregon’s weighted state school funding formula provides funding for several other student groups that require additional supports, Oregon does not provide additional per-pupil funding for students identified as TAG.  \nTAG students have specific learning needs, and when not appropriately identified and adequately supported may experience frustration with school leading to disengagement; ultimately, they may not develop their full potential, as all students should. This first  \n“Talented and gifted children” means those children who require special educational programs or services, or both, beyond those normally provided by the regular school program in order to realize their contribution to self and society and who demonstrate outstanding ability or potential in one or more of the following areas:  \n• General intellectual ability  \n• Unusual academic ability  \n• Creative ability in using original or nontraditional methods in thinking and producing.  \n• Leadership ability  \n• Ability in the visual or performing arts-ORS 343.395(4)  \nbrief in a planned series focusing on the experiences of TAG students examines representation and identification challenges.  \nKey Takeaways  \n• Students from historically disadvantaged racial/ethnic groups and students who are emerging bilinguals are identified for TAG programs at much lower rates than expected given their representation in Oregon's student population. This underidentification has not changed over time, and may reflect underlying achievement and opportunity gaps in addition to potentially inequitable identification methods.  \n• Students are more commonly identified for TAG services in elementary school (3rd and 4th grade) and rarely move into or out of TAG after 5th grade. The exception is when TAG-identified students change districts, which commonly results in the loss of TAG identification. The lack of later identification may disproportionately impact emerging bilinguals.  \n• There is substantial variation in TAG identification rates between districts and between school types, with students in small, rural, and virtual settings much less likely to be identified.  \nTAG Identification Rates  \nTypically, around 6-7% of enrolled students are identified as TAG in a given school year, which is comparable to national rates. 1 While there were some fluctuations immediately following the COVID-19 pandemic, 2 rates have remained relatively  \nstable over the last 10 years. Rates of identification do vary considerably by geography, demographics, and student characteristics. For example, about 1% more male students than female students are identified as TAG in most school years (7 . 2% of male students vs 6.2% of female students in 2024-25), but dramatically more students who identify as non-binary are identified as TAG (16% in 2024-25) .  \nFigure 1: TAG Identification Rates  \nPercentage of Students Enrolled on the First School Day in May who were Identified as TAG  \n6.6% 6.5% 6.7% 6.8% 6.4% 6. 2%** 6.3% 6.7%  \n 5.7%   \nStudents with disabilities (served through an Individualized Education Program, or IEP) are much less likely to be identified as TAG (2 .3%), while students with disabilities (served through a Sect","cbCaia6XHxZOc1aI","https://ap.wps.com/l/cbCaia6XHxZOc1aI","pdf",450687,12,"English","# Key Takeaways\n# TAG Identification Rates\n## Variation by geography and demographics\n## Differences by disability status\n## Differences by race/ethnicity","[{\"question\":\"What does TAG education aim to do in Oregon?\",\"answer\":\"TAG education identifies and supports students with outstanding ability or potential, then provides appropriate services so these students can realize their contribution to self and society.\"},{\"question\":\"How do Oregon TAG identification rates compare to national rates?\",\"answer\":\"Typically, around 6–7% of enrolled students are identified as TAG in Oregon in a given school year, which is comparable to national rates, with some short-term fluctuation after COVID-19.\"},{\"question\":\"Which student groups are identified for TAG at lower rates, and why is it concerning?\",\"answer\":\"Students from historically disadvantaged racial/ethnic groups and emerging bilinguals are identified at much lower rates than expected. The report links this underidentification to achievement and opportunity gaps and possibly inequitable identification methods.\"}]","Talented and Gifted Education - Identification and Representation | PDF"]