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Gifted & Talented Education · South Carolina

South Carolina Gifted Education: Implementing the SC Education Improvement Act of 1984, S.C. Code Ann. \u00a7 59-29-170, and Regulation 43-220 \u2014 Including Three-Dimension Academic Identification, Mandatory Grade 2 Universal Testing, Artistic Track Identification, and Five-Year District Programming Plans

South Carolina is among the most structurally comprehensive gifted frameworks in the country: districts must provide programming for all gifted and talented students in grades 1-12 under Regulation 43-220. Academic identification uses three dimensions (aptitude, achievement, performance tasks) with a two-of-three rule or 96th-percentile composite alternative. Mandatory grade 2 universal testing through the SCDE-funded CogAT and Iowa Assessments ensures every second-grader is evaluated. A separate three-step artistic identification track covers dance, music, theatre, and visual arts. Renzulli Learning supports each requirement while preserving district authority over identification decisions.

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3 Dimensions
academic identification: aptitude (93rd %ile), achievement (94th %ile), performance tasks \u2014 must meet 2 of 3
Grade 2
mandatory universal testing of every second-grader via state-funded CogAT and Iowa Assessments
Academic + Artistic
two parallel identification tracks under Reg 43-220 \u2014 dance, music, theatre, visual arts each with audition
5-Year Plan
district programming plan submitted to SCDE every 5 years with annual progress updates
South Carolina law

What South Carolina’s Reg 43-220 Requires

South Carolina’s gifted and talented education framework is established by the South Carolina Education Improvement Act of 1984 and codified at S.C. Code Ann. \u00a7 59-29-170 (Programs for Talented Students). Implementing rules are in 24 S.C. Code Ann. Regs. 43-220, the State Board of Education regulation that defines population, identification, programming, funding, and reporting requirements.

Regulation 43-220 defines gifted and talented students as those identified in grades one through twelve as demonstrating high performance ability or potential in academic and/or artistic areas and therefore require educational programming beyond that normally provided by the general school program in order to achieve their potential. The framework recognizes two parallel identification tracks: academically gifted and talented, and artistically gifted and talented (covering dance, music, theatre, and visual arts).

Mandate, not permissive. Reg 43-220 explicitly states: “In order to comply with the South Carolina Education Improvement Act of 1984, school districts must provide programming for all gifted and talented students at the elementary and secondary levels.” This is one of the most operationally direct mandates among state gifted statutes \u2014 districts cannot opt out of identification or services. The SCDE administers the grade 2 universal testing program at state expense, reviews district programming plans annually, and provides written feedback. Districts must submit a comprehensive programming plan every 5 years and annual progress updates.
Three-dimension academic identification

South Carolina’s Three Dimensions for Academic Gifted Identification Under Reg 43-220

Reg 43-220 establishes a three-dimension framework for academic gifted identification. Students must meet criteria in two of the three dimensions, OR achieve an automatic-qualifier composite score on an aptitude test:

Dimension A
Reasoning Abilities
High aptitude at the 93rd national age percentile or above in one or more areas: verbal/linguistic, quantitative/mathematical, nonverbal, or composite of the three. Scores on the CogAT may be used.
CogAT · 93rd %ile
Dimension B
High Achievement
High achievement at the 94th national percentile or above in reading and/or mathematical areas as measured by a nationally normed or statewide assessment. Scores on the Iowa Assessments may be used.
Iowa Assessments · 94th %ile
Dimension C
Performance Tasks
Intellectual/Academic Performance measured by the Performance Task Assessment (PTA). Only applied if a student meets Dimension A or B but not both. Verbal and nonverbal subtests measure open-ended problem-solving.
PTA · primary & intermediate levels
The two pathways to qualification. A student qualifies for academic gifted services in South Carolina by either: (1) meeting criteria in two of the three dimensions above, OR (2) achieving an aptitude test composite score at or above the 96th national age percentile for placement in grades 3-12 (or 98th national age percentile for placement in grades 1-2). The composite-score path is an automatic qualifier that operates as a single-measure exception when the student demonstrates exceptional cognitive ability across domains. The two-of-three rule is the more common path and reflects sound multi-criteria identification practice.
Mandatory grade 2 universal testing

South Carolina’s Grade 2 Universal Testing Program: A Structural Equity Protection

South Carolina is among relatively few states with a mandatory universal grade 2 testing program. Under Reg 43-220, the SCDE administers an aptitude assessment (CogAT) and an achievement assessment (Iowa Assessments) to every second-grade student at state expense for the purpose of evaluating each student for placement into a district gifted and talented program.

State-funded testing for all

The SCDE covers the cost of the CogAT and Iowa Assessments for every second grader. Districts may also purchase the assessments at a discounted price for grades 3-8 follow-up screening through Riverside Insights.

Three-step identification process

Identification follows a multi-step sequence: screening and referral (grade 2 universal testing serves as primary screen), assessment of eligibility (review against three-dimension criteria), and placement in a district G/T program.

GIFT software automation

Results from the CogAT and Iowa Assessments are entered into the GIFT (Gifted Identification Forms and Tasks) software, which automatically identifies students qualifying under Dimension A, Dimension B, or composite criteria \u2014 reducing manual scoring burden on districts.

Equity through universality

Universal grade 2 testing is itself a structural equity protection: every student is evaluated regardless of teacher referral, family awareness, or socioeconomic status. The CogAT and Iowa Assessments are also administered with accommodations for students with 504s and IEPs.

Follow-up testing for grades 3-12. Students who meet Dimension A or B but not both must take the Performance Task Assessment (PTA) at the primary level in grade 2 and/or 3 and at the intermediate level in grade 4 and/or 5. Districts may continue testing students in grades 3-8 using the CogAT and Iowa Assessments at the discounted state-negotiated price. Students entering South Carolina from out of state in middle or high school may be assessed individually based on referral. Identification carries across districts: students identified in one SC district are eligible for services in any SC district.
Artistic gifted identification track

South Carolina’s Separate Artistic Identification Process Under Reg 43-220

Reg 43-220 establishes a separate identification track for artistically gifted and talented students, covering four artistic areas: dance, music, theatre, and visual arts. The artistic identification process is a three-step sequence distinct from the academic identification process:

Step 1 · Referral / Recommendation

Referrals may come from arts teachers, the physical education teacher, the classroom teacher, the theatre teacher, administrators, parents, or self-referral. Referral does not guarantee acceptance into the artistically gifted program.

Step 2 · Demonstration / Audition / Portfolio

Students complete an audition, demonstration, or portfolio review with rating sheets specific to dance, drama, music, or visual arts. Adjudicators rank students based on the demonstration plus an interview.

Step 3 · Placement Decision

The review team makes the placement decision. Districts must arrange accommodations for students with 504s or IEPs during the audition/demonstration process.

The Three-Member Review Team

Reg 43-220 requires a review team of at least three individuals: an arts teacher, an administrator, and a community member with arts expertise. The team must ensure assessment instruments are reviewed for bias and accurately measure intended abilities. Subjective assessment criteria require trained evaluators.

Real challenges

What South Carolina G/T Coordinators Struggle With

These are the challenges we consistently hear from South Carolina educators implementing Reg 43-220:

Five-year programming plan + annual updates

SCDE requires districts to submit a comprehensive G/T programming plan every five years and provide annual progress updates that SCDE reviews and provides written feedback on. Maintaining defensible plan documentation alongside daily operations is a sustained capacity demand for coordinators.

Equity in identification across diverse populations

Reg 43-220 explicitly states gifted students may be found across all racial, ethnic, socioeconomic, gender, and disability populations. Operationalizing this beyond the universal grade 2 testing \u2014 surfacing potential in students whose strengths aren’t captured by CogAT/Iowa scores \u2014 is a continuing operational priority.

Performance Task Assessment (PTA) interpretation

Students who meet Dimension A or B but not both require PTA testing. Coordinators need supporting evidence that helps the evaluation and placement team interpret PTA results in the context of each student’s broader profile \u2014 not just a numeric pass/fail.

Programming “beyond the regular program” documentation

Reg 43-220 requires services that go beyond the regular school program with differentiated curriculum, instruction, and assessment. Documenting how each gifted student’s services differ in depth, breadth, complexity, pace, or above-grade content \u2014 in ways defensible during SCDE review \u2014 demands consistent operational tools.

Platform tools mapped to SC's framework

What Renzulli Learning Provides: Mapped to South Carolina Reg 43-220

Each tool maps to specific Reg 43-220 requirements and produces concrete, exportable artifacts \u2014 while preserving district authority over identification decisions:

Renzulli Profiler — Screening and Referral Stage Support and Whole-Student Evidence: A 20-30 minute interest, learning style, and expression-style inventory available in 20+ languages through the Global Profiler. Generates documented strength-based evidence that supports the screening and referral stage and contributes context to the evaluation and placement team’s review. Multilingual access supports Reg 43-220’s explicit equity requirement to identify students across all racial, ethnic, and language backgrounds. The Profiler does not replace the CogAT or Iowa Assessments; it supplements them with student-voice evidence.
Cebeci Test of Creativity (CTC) — High Performance Potential and Artistic Track Support: A validated, scored creative thinking assessment producing a ready-to-file report in under an hour. Supports the broader Reg 43-220 vision of recognizing “high performance ability or potential” \u2014 particularly relevant for the artistic track (where creativity is foundational across dance, music, theatre, and visual arts) and for identifying students whose creative abilities are not captured by aptitude or achievement tests.
Executive Function Assessment (EFA) — Twice-Exceptional Identification and Equity Framework Support: Measures self-regulation, planning, working memory, and metacognition \u2014 directly relevant to Reg 43-220’s equity language about identifying gifted students within populations with physical disabilities, learning disabilities, or behavioral concerns. The EFA surfaces twice-exceptional profiles whose strengths may be suppressed by executive function challenges in standardized testing contexts.
Leadership Assessment — Whole-Student Evidence Beyond Cognitive Measures: Identifies leadership and psychosocial strengths \u2014 broadening the evidence base for whole-student review and contributing to the equity framework Reg 43-220 explicitly endorses. For South Carolina’s diverse urban and rural districts, the Leadership Assessment surfaces gifted potential not captured by aptitude or achievement scores.
Personal Success Plan (PSP) — Programming Plan Documentation and Annual Progress Updates: A student-driven goal and progress tracker that supports the annual progress updates SCDE requires alongside the five-year programming plan. Generates exportable progress reports for parent communications and SCDE review documentation \u2014 reducing the per-student documentation burden across coordinator caseloads.
Enrichment Database — Reg 43-220 Programming Beyond the Regular School Program: Over 40,000 curated activities matched to student Profiler results. Provides programming that goes beyond the regular school program \u2014 the operational core of Reg 43-220 services \u2014 supporting the differentiated curriculum, instruction, and assessment that districts must address in their five-year programming plan. Deployable by any G/T-endorsed teacher in minutes.
Project-Based Learning (PBL) Tools — SEM-Based Programming for Five-Year Plan Documentation: Schoolwide Enrichment Model (SEM)-based investigations and Renzulli Type III independent investigations that produce student work products \u2014 supporting the differentiated curriculum and the “programming beyond the regular school program” requirements while generating tangible evidence for SCDE annual progress reviews.
Side-by-side alignment

How Renzulli Learning Aligns with South Carolina’s Reg 43-220 Framework

Reg 43-220 SC Code Ann. \u00a7 59-29-170 Three Dimensions Grade 2 Universal Testing Artistic Track Five-Year Plan
South Carolina RequirementRenzulli Learning Contribution
Reg 43-220
Mandatory K-12 Programming
Districts must provide programming for all gifted and talented students in grades 1-12 at elementary and secondary levels		The Enrichment Database and PBL tools deliver the “programming beyond the regular school program” that the regulation requires \u2014 across all grades and content areas. The PSP documents service delivery for SCDE review.
Three Dimensions
Academic Identification
Two of three dimensions (aptitude 93rd %ile, achievement 94th %ile, performance tasks) OR composite 96th/98th %ile aptitude		The Renzulli Profiler, CTC, EFA, and Leadership Assessment add multi-source strength-based evidence supporting the screening and referral stage and contextualizing the evaluation and placement team’s review. Districts retain full authority over CogAT, Iowa, and PTA-based identification decisions.
Grade 2 Universal
State-Funded CogAT and Iowa
Mandatory universal testing of all second-grade students; multi-step screening to placement		Renzulli tools complement (do not replace) the SCDE-funded CogAT and Iowa Assessments. The Profiler generates supplementary screening evidence for referral. The Enrichment Database engages newly identified students with differentiated programming after grade 2 placement.
Artistic Track
Dance, Music, Theatre, Visual Arts
Three-step process: referral, demonstration/audition/portfolio, placement; review team of arts teacher, administrator, community arts member		The CTC creativity evidence supports the artistic referral stage. The Profiler documents student interests in arts areas. The Leadership Assessment surfaces arts-related psychosocial strengths. Renzulli tools support referral evidence; districts retain full authority over audition and placement decisions.
Reciprocity
Statewide Identification
Students identified in one SC district eligible in any SC district when they transfer		The PSP generates exportable student records that travel with students across districts \u2014 supporting receiving districts in continuing services for transferring identified students with documented evidence of prior strengths and progress.
Equity
All Populations
Gifted students found across all racial, ethnic, socioeconomic, nationality, gender, and disability groups		The multilingual Profiler (20+ languages), CTC (non-verbal/figural), and EFA (twice-exceptional support) directly address the explicit equity populations Reg 43-220 names \u2014 surfacing gifted potential in students whose strengths aren’t fully captured by CogAT/Iowa.
5-Year Plan
District Programming Plan + Annual Updates
Districts submit comprehensive plan every 5 years; annual progress updates; SCDE reviews and provides written feedback		The PSP generates the per-student progress documentation that aggregates into district-level annual progress reports. The Enrichment Database and PBL tools produce activity logs that document service delivery against plan goals.
From South Carolina educators

What Implementation Looks Like in South Carolina Districts

“Reg 43-220 is one of the more comprehensive G/T frameworks in the country \u2014 mandatory grade 2 testing, three-dimension identification, separate artistic track, five-year programming plan with annual progress reviews. The state covers the CogAT and Iowa for grade 2, but everything beyond that comes back to the district. We use the Renzulli Profiler for whole-student referral evidence and the CTC for the artistic track and creative thinking documentation. The PSP gives us the per-student records that aggregate into our annual progress update for SCDE.”
G/T Coordinator · Upstate South Carolina school district
Operationalizing equity beyond grade 2 universal testing Reg 43-220 is explicit that gifted students may be found across all racial, ethnic, socioeconomic, gender, and disability populations. The grade 2 universal testing is itself a structural equity protection, but coordinators need additional tools to surface potential in students whose strengths aren’t captured by CogAT/Iowa scores. The multilingual Profiler, CTC, and EFA together address the populations Reg 43-220 names by reducing language, cultural, and disability-masking biases.
Bridging academic and artistic identification tracks Reg 43-220’s parallel academic and artistic identification tracks mean districts must operationalize two distinct identification processes simultaneously. The CTC’s creativity evidence supports both tracks: it strengthens the academic Dimension C-style picture of the whole student AND it directly supports the artistic referral stage where creativity is foundational. One assessment, two operational uses.
Frequently asked questions

South Carolina Gifted and Talented Education: Common Questions

Questions South Carolina G/T coordinators, classroom teachers, and parents ask most often:

What law governs gifted and talented education in South Carolina?
South Carolina’s gifted and talented education framework is established by the South Carolina Education Improvement Act of 1984 and codified at S.C. Code Ann. \u00a7 59-29-170 (Programs for Talented Students). Implementing rules are in 24 S.C. Code Ann. Regs. 43-220 (Gifted and Talented), the State Board of Education regulation that defines population, identification, programming, funding, and reporting requirements. Districts must provide programming for all gifted and talented students at both elementary and secondary levels in grades 1-12. The South Carolina Department of Education (SCDE) administers the program, provides state-funded grade 2 universal testing through the CogAT and Iowa Assessments, reviews district programming plans annually, and publishes the South Carolina Gifted and Talented Best Practices Manual that districts must reference for identification and programming.
What are the three dimensions for academic gifted identification under Regulation 43-220?
Regulation 43-220 establishes three dimensions for academic gifted identification. Dimension A (Reasoning Abilities) requires students to demonstrate high aptitude at the 93rd national age percentile or above in one or more of these areas: verbal/linguistic, quantitative/mathematical, nonverbal, or a composite of the three. Scores on the CogAT (Cognitive Abilities Test) may be used for this purpose. Dimension B (High Achievement in Reading and/or Mathematical Areas) requires students to demonstrate high achievement at the 94th national percentile or above in reading and/or mathematical areas as measured by a nationally normed or statewide assessment. Scores on the Iowa Assessments may be used for this purpose. Dimension C (Intellectual/Academic Performance) is measured by the Performance Task Assessment (PTA) and is only applied if a student has already met Dimension A or B but not both. Students must meet the criteria for two of the three dimensions to be eligible. Alternatively, a student may automatically qualify with a 96th national age percentile composite score or higher on an aptitude test (for placement in grades 3-12) or a 98th national age percentile composite or higher (for placement in grades 1-2).
What is South Carolina’s grade 2 universal testing program?
South Carolina is one of relatively few states with a mandatory universal grade 2 testing program for gifted identification. Under Regulation 43-220, the SCDE provides every second-grade student with a state-administered aptitude assessment (CogAT) and achievement assessment (Iowa Assessments) for the purpose of evaluating each student for placement into a district gifted and talented program. All second-grade students must be administered these assessments. The state covers the cost; districts may also purchase the CogAT and Iowa Assessments at a discounted price for grades 3-8 follow-up screening. Districts may administer the assessments online or use paper forms. The results are entered into the GIFT (Gifted Identification Forms and Tasks) software which automatically identifies students qualifying under Dimension A, Dimension B, or composite criteria. Students who meet Dimension A or B but not both must take the Performance Task Assessment (PTA) at the primary level in grade 2 and/or 3 and at the intermediate level in grade 4 and/or 5. The grade 2 universal testing program is a structural equity protection \u2014 it ensures every student has the opportunity to be identified regardless of teacher referral, family awareness, or socioeconomic status.
How does South Carolina identify artistically gifted and talented students?
Regulation 43-220 establishes a separate identification track for artistically gifted and talented students, covering four artistic areas: dance, music, theatre, and visual arts. The artistic identification process is a three-step sequence: (1) referral/recommendation by arts teachers, administrators, parents, classroom teachers, or self-referral; (2) demonstration/audition/portfolio review with adjudicators ranking students based on demonstrated ability; and (3) placement decision. Districts must establish a review team comprised of at least three individuals: an arts teacher, an administrator, and a community member with experience in the arts area being assessed. The review team must ensure that all assessment instruments and measures are reviewed for bias and accurately assess the abilities, skills, and potentials being measured. To the extent that subjective assessment criteria are used, those conducting the assessment must be trained to ensure proper evaluation. Artistic identification is reported in the district’s annual report to SCDE separately from academic identification.
Does identification in one South Carolina district transfer to another district?
Yes. Under Regulation 43-220, students identified in one South Carolina school district are eligible for gifted and talented services in any South Carolina school district when they transfer. The originating district’s identification carries with the student. The originating state must have a statewide (not local) definition of gifted and talented academic and/or gifted and talented artistic, and the student must satisfy those statewide requirements. This reciprocity provision is operationally significant for South Carolina’s mobile student populations, particularly in growing metro areas like Columbia, Charleston, Greenville, and Myrtle Beach where district transfers are common. Reciprocity also reduces the administrative burden on receiving districts and protects the educational continuity of identified students. Private test results, however, cannot be used for determining eligibility in any SC district, although they may be considered for referral purposes.
What are South Carolina’s district programming plan requirements?
Under Regulation 43-220, districts must develop and submit a local gifted and talented programming plan every five years and provide annual progress updates on the plan. The SCDE reviews plans annually and provides written feedback to districts. The plan must address differentiated curriculum, instruction, and assessment that maximize student potential; support services that facilitate student learning and personalized education (such as mentorships, online courses, independent study, assistive technologies, guidance, academic support, staff development); and a continuum of services that addresses the advanced learning needs of gifted and talented students. The five-year plan cycle plus annual progress reporting creates a structured accountability framework that distinguishes South Carolina from states with permissive gifted statutes \u2014 districts must continuously demonstrate program development and improvement, not merely operate a program. Both academic and artistic programming requirements must be addressed in the district plan.
How does South Carolina address equity in gifted identification?
Regulation 43-220 explicitly states that gifted and talented students may be found within any racial, ethnic, or socioeconomic group; within any nationality; within both genders; and within populations with physical disabilities, learning disabilities, or behavioral concerns. This equity language is not aspirational \u2014 it operates in conjunction with the mandatory grade 2 universal testing program, which is itself a structural equity protection because it ensures every student has the opportunity to be identified regardless of teacher referral, family awareness, or socioeconomic status. The two-of-three-dimensions framework also supports equity by recognizing that aptitude scores alone, achievement scores alone, and performance tasks alone each have limitations and biases \u2014 requiring multiple measures reduces the impact of any single bias. Districts must arrange accommodations for students with 504s or IEPs during gifted assessment. The Performance Task Assessment (PTA) is specifically designed to identify intellectually advanced students whose strengths may not be captured by standardized aptitude or achievement tests alone.
How does Renzulli Learning support South Carolina’s three-dimension identification and Reg 43-220 programming?
Renzulli Learning supports South Carolina Reg 43-220 implementation while preserving district authority over identification decisions. The Renzulli Profiler captures interests, learning styles, and expression preferences \u2014 generating documented strength-based evidence that supports the screening and referral stage and contributes context to evaluation and placement team reviews. The Cebeci Test of Creativity (CTC) supports the broader Reg 43-220 vision of recognizing high performance potential, particularly relevant for the artistic identification track and for identifying students whose creative abilities are not captured by aptitude or achievement tests. The Executive Function Assessment supports identification of twice-exceptional students and contributes to the equity framework Reg 43-220 explicitly endorses. The Leadership Assessment broadens the evidence base across student strengths. The 40,000+ activity Enrichment Database delivers programming beyond the regular school program \u2014 the operational core of Reg 43-220 services \u2014 supporting the differentiated curriculum, instruction, and assessment requirements districts must address in their five-year programming plan. The Personal Success Plan (PSP) supports ongoing student progress documentation and contributes to the annual progress updates SCDE requires.
Official sources

South Carolina Gifted and Talented Education Resources

All compliance decisions should reference these primary South Carolina Department of Education sources. Renzulli Learning is designed to complement \u2014 not replace \u2014 your state’s requirements and local district policies.

Custom District Alignments

Need help operationalizing the three-dimension identification framework, supporting the artistic track audition process, building the five-year programming plan, or producing the annual progress update SCDE requires?

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Three-Dimension Identification Workflow · Artistic Track Referral Evidence · Five-Year Plan Annual Update Documentation

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Operationalize South Carolina’s Reg 43-220: Three-Dimension Academic ID, Grade 2 Universal Testing, Artistic Track, and Five-Year Programming Plans

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