This report provides an analysis of state policies to identify specific policy barriers to identification of gifted students and to locate states with model policies to facilitate the identification of underserved gifted students (culturally diverse, economically disadvantaged and students with disabilities). The analysis of each state's documents looked at six areas: (1) legislation; (2) definitions of "gifted"; (3) standard identification practices; (4) nonstandard identification practices; (5) due process and grievance procedures; and (6) specific references to gifted students from special populations. Forty-three states have policies on screening. Formal identification often relies on the use of multiple criteria with 46 states incorporating outside school activities, work samples or products and 43 states including measures of creativity. Thirty-three states have mandates for gifted education which are supported by some level of funding. Forty states specifically mention culturally diverse gifted students and 38 include economically disadvantaged children. Students with learning disabilities are addressed by 38 states, and students with sensory and physical disabilities are mentioned by 36 states. Overall findings indicate that, although state policies do not appear to be preventing full services to special populations, program demographics indicate underrepresentation of special groups. Four possible barriers are postulated including: lack of local understanding of state policies; fear of overwhelming numbers if identification is "opened"; lack of resources; and lack of ownership by individuals from special populations towards the program for gifted students. The content analysis matrix is appended. (9 references) (DB)