Alonzo, JulieSikora, Brian2024-08-072024-08-072024-08-07https://hdl.handle.net/1794/29684Gifted education programs provide differentiated instruction for advanced students with the goal of challenging students to deepen their learning experience and move them toward their full potential. For many students, however, barriers exist in the system that prevent them from accessing gifted programs. The barriers exist in the referral process, assessment protocols, gifted instruction, as well as larger systemic factors such as state and district funding. The unfunded mandate in gifted education has created the greatest barrier, as many districts are not able to support TAG (talented and gifted) students. In many cases, families and the school districts rely on these programs to provide support when the districts are unable to fund them. However, when budget and funding constraints negatively impact such outside programs, there are very few, if any, options. This study used a phenomenological approach to look closely at the closing of one such outside program. Sharing the narratives of families impacted by the closure provides an important perspective regarding the need for TAG programming available outside of the school district catchment areas. Interviews with both students and families provide insights into what is most important to families regarding the education of their gifted children. Implications for policymakers and educational leaders are discussed, and design considerations for gifted education programs are shared.en-USAll Rights Reserved.Gifted educationGifted education barriersGifted education budgetGifted education lackGifted education needGifted education program closureElectronic Thesis or Dissertation