The Oregon House Committee on Education convened on April 28, 2025, to discuss Senate Bill 934, which aims to enhance the identification process for Talented and Gifted (TAG) students across the state. The bill proposes that any individual familiar with a student—be it parents, teachers, or community members—can refer them for TAG assessment, a move intended to increase accessibility and equity in the identification process.

Margaret De Lacy, president of the Oregon Association for Talented and Gifted, emphasized the importance of this bill, noting that while many districts already allow universal referrals, state law lacks clear specifications. Currently, only one district does not permit such referrals. De Lacy highlighted that the existing reliance on teacher referrals often overlooks gifted students, particularly those from underserved backgrounds. Research indicates that this approach can lead to inequitable outcomes, as families unfamiliar with the system may struggle to navigate the referral process.

The bill seeks to standardize best practices and reduce barriers, particularly for younger students and English Language Learners (ELL) whose families may not be aware of the TAG services available. De Lacy pointed out that the number of identified TAG students has been declining, with nearly 10,000 fewer students identified in recent years. This decline raises concerns about the effectiveness of current identification practices and the potential neglect of gifted students, especially in rural districts where resources are limited.

During the meeting, committee members raised questions about the adequacy of training for educators involved in the identification process. De Lacy noted that many teachers lack the necessary training to effectively identify and support TAG students, which further complicates the situation. She also mentioned that while some districts have TAG programs, many do not provide adequate funding or resources, leaving a significant number of students without access to appropriate educational opportunities.

The discussion underscored the need for improved communication between schools and families regarding the TAG referral process. Anecdotal evidence suggests that some parents have faced discouragement from school staff when seeking identification for their children, highlighting a potential systemic issue that the bill aims to address.

In conclusion, Senate Bill 934 represents a critical step towards ensuring equitable access to TAG services for all students in Oregon. By allowing broader community involvement in the referral process and addressing the training gaps for educators, the bill seeks to reverse the trend of declining TAG identification and support the diverse needs of gifted students across the state. The committee's discussions reflect a growing recognition of the importance of inclusive educational practices and the need for systemic change to better serve all students.