Educational Institutions

National Association for Gifted Children

  • Washington, DC
  • www.nagc.org

Mission Statement

The National Association for Gifted Children (NAGC) is an organization of parents, teachers, educators, other professionals, and community leaders who unite to address the unique needs of children and youth with demonstrated gifts and talents as well as those children who may be able to develop their talent potential with appropriate educational experiences.

Mission: To nurture potential giftedness and develop diverse talents
Vision: Giftedness and high potential in youth are recognized, universally valued, actively supported and developed.

Main Programs

  1. Javits-Frasier Program for Teachers of Title I Advanced Learners
Service Areas

Self-reported

National

NAGC supports and develops policies and practices that encourage and respond to the diverse expressions of gifts and talents in children and youth from all cultures, racial and ethnic backgrounds, and socioeconomic groups. NAGC supports and engages in research and development, staff development, advocacy, communication, and collaboration with other organizations and agencies who strive to improve the quality of education for all students.

ruling year

1963

Executive Director since 2015

Self-reported

Rene Islas

President since 2015

Self-reported

George Betts

Keywords

Self-reported

High-ability learners, gifted students, high-potential learners, talent development, teacher professional development, curriculum reform and enrichment, core standards for advanced learners,

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EIN

31-0686464

Contact

Cause Area (NTEE Code)

Professional Societies & Associations (B03)

IRS Filing Requirement

This organization is required to file an IRS Form 990 or 990-EZ.

Programs + Results

How does this organization make a difference?

Overview

Self-reported by organization

NAGC invests all of its resources to train teachers, encourage parents and educate administrators and policymakers on how to develop and support gifted children and what's at stake if high-potential learners are not challenged and encouraged. NAGC has provided professional development and mentoring opportunities to nearly 170 teachers and counselors in Title I schools, in turn benefiting thousands of low-income, high-potential children. NAGC produced and disseminated Unlocking Emergent Talent, a white paper focused on supporting high achievement of low-income, high-ability students, based on a May, 2012, National Summit. An NAGC work group successfully wrote and produced two new relevant and timely books about using the Common Core State Standards with gifted and advanced learners, as well as a book on the Next Generation Science Standards. NAGC secured the reintroduction of the Talent Act in Congress with bipartisan support; this legislation supports high ability learners in low-income settings.

Programs

Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Program 1

Javits-Frasier Program for Teachers of Title I Advanced Learners

The Javits-Frasier Scholarship Program was created by the National Association for Gifted Children (NAGC) to honor the legacy of a well loved past president who focused her research on under-represented populations, and a revered Senator who laid the groundwork for national support. This program trains teachers and counselors from Title I schools to make a difference in the lives of underserved children who have great—yet often overlooked—potential.

A Credible, Unbiased, and Time-Tested Scholarship Program
Each year, teachers, counselors and administrators from Title I schools are selected through a national and impartial application process. Recipients are given the unique opportunity to attend NAGC’s annual convention where they gain knowledge and training about high-ability learners from underserved populations. For four days, these educators are immersed in the theory and practice of gifted education as they converse with experts and NAGC leaders about their perspectives and specific strategies for identifying and working with these learners. After the convention, the group is connected via distance learning, social media, and online communication to continue to build on their learning experience. Each Javits-Frasier Scholar is matched with a mentor who guides him or her before, during, and after the convention. All of these educational benefits are provided to scholarship recipients at no charge. This includes travel and housing, registration fees, training materials, and a two-year NAGC membership—a per-scholar value of approximately $3,000.

The Javits-Frasier scholarship program is a highly regarded program that can make a significant difference inside the classroom and out, providing hope and opportunities to bright learners capable of so much more than they are currently achieving. This is just one of the many enthusiastic responses expressed by previous scholarship recipients: “The Javits-Frasier scholars program and NAGC gave me the confidence to fight for a better school environment for my students.”

Category

None

Population(s) Served

Adults

Children Only (5 - 14 years)

None

Budget

$100,000.00

Charting Impact

Self-reported by organization

Five powerful questions that require reflection about what really matters - results.

  1. What is the organization aiming to accomplish?
    NAGC is the leader in establishing that schools are the place where children with great promise -- regardless of background -- are guaranteed the resources and variety of educational settings they need to achieve at the highest levels.

    NAGC influences strategic change by anticipating significant trends, identifying essential partners and developing relationships to create synergy for nurturing high potential youth.

    NAGC develops the expertise inside and outside gifted education so that parents and all professionals have the knowledge and skills to support high potential youth.

    NAGC has significantly augmented and aligned financial, human and product resources so that the organization can be more nimble and effective in responding to opportunities and innovation, and meeting member needs.
  2. What are the organization's key strategies for making this happen?
    1. NAGC will convene a summit with well-known thinkers and innovators in a variety of domains and disciplines and with leaders who have a stake in what will be referred to as a national “renaissance” to define this connection between giftedness and the national interest.

    2. NAGC will lead in shaping the development of policies that support promising learners from all backgrounds, including initiatives aimed at ensuring funding levels are tied to the percentage of gifted students in the overall student population, and will help political and education leaders understand what can be gained for the nation when all students with promise receive the support they need to succeed.

    3. NAGC will reach out to potential partners to support its advocacy efforts. (e.g. 21st century skills movement, STEM, innovation and creativity champions).

    4. NAGC will educate members about the power of this leadership priority through the convention, publications and the website.

    5. NAGC will continuously monitor significant trends and emerging issues and use this foresight to define the future direction for the field and the association.

    6. NAGC will leverage its power and influence through a strategy of identifying and collaborating with essential partners who are gatekeepers and influencers in supporting high potential youth.

    7. NAGC will increase public awareness by building organizational identity and by consistently defining and refining key messages that are also relevant to changing societal issues for use with the media, the public, elected officials, and other national organizations.

    8. NAGC will work to support the field and gifted learners by increasing the usage of NAGC standards by key stakeholder groups.

    9. NAGC will be prepared to disseminate materials to associations representing content areas and key education leadership positions about how to address the needs of high-ability students in general education standards and forums.

    10. NAGC will engage and educate new audiences by leveraging electronic and social learning media.

    11. NAGC will continue to enhance its position as trusted provider of high quality publications and content.

    12. NAGC will find new revenue streams by providing new services and publications and marketing these to a broader audience outside our own traditional constituents.

    13. NAGC will create an infrastructure to support fundraising that may include a new (c)(3) organization with a board, grant writer and other dedicated fundraising staff.

    15. NAGC will be vigilant about embracing and utilizing new technologies and training staff and volunteers to execute the priorities adopted in this strategic framework.

    16. NAGC will commit to staying close to member needs by developing a set of key metrics and ongoing surveys for evaluating and strengthening organizational effectiveness.
  3. What are the organization's capabilities for doing this?
    For more than 60 years, NAGC has supported and developed policies and practices that encourage and respond to the diverse expressions of gifts and talents in children and youth from all cultures, racial and ethnic backgrounds, and socioeconomic groups. NAGC also supports and engages in research and development, staff development, advocacy, communication, and collaboration with other organizations and agencies that strive to improve the quality of education for all students.
  4. How will they know if they are making progress?
    Not available.
  5. What have and haven't they accomplished so far?
    Read these stories from our IMPACT archives:

    http://www.nagc.org/get-involved/volunteercontribute-nagc/donate-nagc/impact
Service Areas

Self-reported

National

NAGC supports and develops policies and practices that encourage and respond to the diverse expressions of gifts and talents in children and youth from all cultures, racial and ethnic backgrounds, and socioeconomic groups. NAGC supports and engages in research and development, staff development, advocacy, communication, and collaboration with other organizations and agencies who strive to improve the quality of education for all students.

Social Media

External Reviews

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Financials

Financial information is an important part of gauging the short- and long-term health of the organization.

NATIONAL ASSOCIATION FOR GIFTED CHILDREN
Fiscal year: Sep 01-Aug 31
Yes, financials were audited by an independent accountant.

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Operations

The people, governance practices, and partners that make the organization tick.

National Association for Gifted Children

Leadership

NEED MORE INFO ON THIS NONPROFIT?

Free: Gain immediate access to the following:
  • Address, phone, website and contact information
  • Forms 990 for 2014, 2013 and 2012
  • Board Chair, Board Co-Chair and Board Members
  • Access to the GuideStar Community
Need the ability to download nonprofit data and more advanced search options? Consider a Premium or Pro Search subscription.

Executive Director

Rene Islas

President

George Betts

BIO

René Islas is the executive director of the National Association for Gifted Children (NAGC). He serves as the spokesman for NAGC, representing the association to a wide variety of national organizations, corporations, media and policy makers on positions relevant to gifted education. He works with NAGC’s Board of Directors and staff to enhance the association’s effectiveness in advocating for, and addressing the needs of, gifted children. René has more than a decade of experience leading education reform through practical and policy work at the federal, state, and local levels. Prior to joining NAGC, René was the Senior Vice President of Learning Forward, an international non-profit education association, where he was a key member of Learning Forward’s executive leadership team and contributed to the strategic direction of the association. Previously, René was Senior Vice President of B&D Consulting, an international law and consulting firm where he launched the K-12 Education Practice. Rene's practice focused on advising non-profit association executives and board members to energize and engage members in the organization's mission through policy advocacy. His government experience includes service as the Special Assistant to the U.S. Secretary of Education and Chief of Staff to the U.S. Assistant Secretary of Education. He managed the overall operations, policy development, and administration of programs within the 200+ staff member Office of Elementary and Secondary Education that is responsible for the majority of programs in the Elementary and Secondary Education Act.

Governance

BOARD CHAIR

George Betts

College of William & Mary

Term: Sept 2013 - Sept 2014

BOARD LEADERSHIP PRACTICES

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices. Self-reported by organization

Yes

BOARD ORIENTATION & EDUCATION

Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations?

Yes

CEO OVERSIGHT

Has the board conducted a formal, written assessment of the chief executive within the past year?

Yes

ETHICS & TRANSPARENCY

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?

Yes

BOARD COMPOSITION

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?

Yes

BOARD PERFORMANCE

Has the board conducted a formal, written self-assessment of its performance within the past three years?