Should eminence based on outstanding innovation be the goal of gifted education and talent development? Implications for policy and research

Systemic goals for gifted programs can take many forms. The authors place most program goals into a dichotomy — those that address the present academic needs of gifted students in schools and those designed to prepare future eminent path breakers and innovators. To clarify our arguments, we first define eminence and then offer examples from national mission statements that target gifted programs either to academic needs of advanced students or future needs of society. Although we support both goals, we promote the latter, even in light of the complications that we delineate. To demonstrate a model of eminence development that might be implemented more widely, we present a prototype program generated at the American Psychological Association. We close our argument with recommendations and implications for research and policy.