In the News

October 25, 2024

The Wall Street Journal article explores how New York City is reevaluating its approach to gifted and talented programs in kindergarten. Dr. Dina Brulles, one of the authors of the Naglieri General Ability Tests, was quoted on the importance of meeting advanced learners where they are rather than reteaching material they already know.

Dr. Brulles, who has led gifted education programs across multiple school districts and universities, emphasized the need to provide early learning opportunities that challenge students appropriately. Her remarks reflect her ongoing work to help schools identify and support gifted learners through fair, research-based assessment practices. The article underscores the importance of designing programs that nurture children’s potential from the start and promote continued academic growth.

November 2024

In "How Schools Can Support Equitable Advanced Education," Dina Brulles, co-author of the Naglieri General Ability Tests, shares practical strategies for fostering equity in schools while supporting high-achieving students.

Brulles emphasizes the importance of thoughtful program design, unbiased screening, and grouping practices that nurture both high achievers and students with unrecognized potential. Her recommendations include expanding programs for gifted learners, using local norms for identifying eligible students, and enhancing teacher training to support diverse talent equitably.

Read the full article in Flypaper. Flypaper by the Thomas B. Fordham Institute offers commentary on education policy, covering topics like school choice, curriculum, and teacher effectiveness. It features insights from Fordham analysts and guest contributors on national and state education trends​

October 2024

In the article, "Elevating Voice and Opportunity Through Culturally Sustainable Practices," authors Dina Brulles, Ph.D., Rebekah A. West Keur, Ed.D., and Alisa Johnson, MS, emphasize the importance of creating inclusive spaces that empower gifted students to contribute meaningfully to diverse communities. By adopting culturally responsive and sustainable teaching practices, educators can foster a sense of belonging, understanding students holistically—their thoughts, feelings, and cultural backgrounds. 

The article offers practical strategies and tools for expanding classroom perspectives, promoting cultural awareness, and integrating equity-driven approaches to support the growth and success of all gifted students. 

Read the full article in Gifted Child Today.

June 12, 2023

As a member of the National Working Group on Advanced Education, funded by the Fordham Institute, Dr. Dina Brulles collaborated with other national experts to produce the following report designed to increase diversity in America's gifted and talented programs.

The National Working Group on Advanced Education was formed in Spring 2022 in response to all of this. It met four times, with the twin goals of developing a policy and practice agenda for school leaders, as well as an agenda for future research in this realm.

November 1, 2022

The 2022 NAGC Ann F. Isaacs Founder's Memorial Award was presented to Dr. Dina Brulles in recognition of her exceptional contributions to NAGC and her outstanding service in the field of gifted education. The National Association for Gifted Children (NAGC) takes great pleasure in announcing this well-deserved honor for Dr. Brulles.

The NAGC Ann F. Isaacs Founder's Memorial Award is given by the President of the NAGC to individuals who have made remarkable contributions and demonstrated exceptional leadership in the field of gifted education throughout their careers. NAGC is a renowned organization dedicated to advocating for the needs of gifted and talented children. Through research, education, and policy initiatives, NAGC strives to ensure that gifted individuals receive the support and opportunities necessary to reach their full potential.