An analysis was conducted of state policies concerning the identification of gifted students, especially those traditionally underserved (the culturally diverse, economically disadvantaged, and students with disabilities). Content analysis of each state's documents focused on six major 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. The analysis revealed that a range of attention is being given to these special populations and that state policies tend to be permissive and inclusive regarding identification and services. Some states have developed communication, recruitment, and child-find strategies to increase public awareness. Forty-three states have screening policies to locate gifted students. Formal identification strategies often rely on the use of multiple criteria. In their identification processes, 46 states incorporate outside-of-school activities; 43 include measures of creativity; and many states permit input from teachers, parents, students, and others. Forty states specifically mention culturally diverse gifted students, and 40 mention economically disadvantaged children. Students with learning disabilities are addressed by 40 states, and students with sensory and physical disabilities are mentioned by 36 states. Appended are the content analysis matrix and guidelines. (DB)