Be sure to read:
Are 20% of high school drop-outs gifted?

ANNOUNCEMENT:
Please be sure and check out the NEW NEW NEW PSEA/PAGE booklet entitled "Understanding and Challenging the Gifted: An Introduction for Teachers" which is A short, informative booklet aimed at regular ed teachers. It discusses how gifted learners are different and offers strategies for meeting their needs. Booklet made possible through the financial generosity of PSEA and the collaborative efforts of PAGE members and PSEA staff.
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Ambridge P.A.G.E is an affiliate chapter of the Pennsylvania Association for Gifted Education (PAGE)

MISSION
Ambridge PAGE is an organization of parents, educators, and community members who strive to improve education for individuals who demonstrate giftedness or gifted potential. The organization disseminates information, encourages advocacy and awareness, and sponsors activities significant to gifted education.

What we do:
PAGE is a support group for families. We know the frustrations, the joys and the intensity of raising a gifted child and we support all those who are on this difficult and wonderful journey.

PAGE is an advisory group that works with School's to advocate for and develop programs for children gifted in academics, cognitive ability, and creativity.

PAGE is an advocacy group to see that needs of gifted children are met.

PAGE is watchdog group insures that gifted children's needs are met in compliance with Chapter §16 of The Pennsylvania Code.

"Behind my back I heard them whisper, "What does she have to worry about? Her kid is gifted!" - From the SENG newsletter

Gifted is very misunderstood...

What is gifted? How is it defined? Who are the gifted? What are their needs? Why should we care? So many questions...

What is giftedness? There is no universal definition. Some professionals define "gifted" as an intelligence test score above 130, two or more standard deviations above the norm, or the top 2.5%.

Others define "gifted" based on scholastic achievement: a gifted child works 2 or more grade levels above his or her age. Still others see giftedness as prodigious accomplishment: adult-level work while chronologically a child. But these are far from the only definitions. Former U. S. Commissioner of Education Sidney P. Marland, Jr., in his August 1971 report to Congress, stated: Gifted and talented children are those identified by professionally qualified persons who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society.
No Child Left Behind legislation created a new, achievement-based definition of giftedness, however it does not mandate that states use its definition:
The term “gifted and talented”, when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities. (Title IX, Part A, Section 9101(22), p. 544)

A group of respected professionals in the field of gifted suggest a definition based on the gifted child's differences from the norm:

"Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally." The Columbus Group, 1991, cited by Martha Morelock, "Giftedness: The View from Within", in Understanding Our Gifted, January 1992

Most definitions agree: gifted children are a population who have different educational needs, thanks to their unique intellectual development. What we're not so sure of, is how to identify them, and what this different education should look like.

The above is from the "Hoagies' Gifted Education Page" website