Abstract
This study explores the relationship between state policies, including state mandates and state aid allocations, and the distribution of educational opportunities. Specifically, we analyze the availability of and participation rates in programs for gifted and talented students using data from the Common Core of Data 1993–94 and the Schools and Staffing Survey 1993–94. Analyses herein suggest that program mandates and funding may be effective tools for increasing the distribution of opportunities for gifted children. However, models of both aid distribution and opportunity distribution indicate a tendency of states more significantly involved in gifted education, as indicated by mandates and funding, to promote regressive distributions of opportunities (greater availability in schools with fewer low-income students) through regressive distributions of aid (higher levels of aid to districts with fewer children in poverty). More specific case analyses, however, reveal that some states like Virginia may be taking steps to promote more neutral distributions of opportunities through more progressive allocations of state aid.