This text draws on data from a five-year longitudinal study focusing on gifted education programs in high poverty rural areas in the US and provides a framework for the use of place-based interventions to effectively serve gifted students, reduce opportunity gaps, and address stereotype threat.

1. Introduction to Promoting PLACE in Rural Schools; Part I: Place-Conscious Work in Rural Schools; 2. A Focus on Rural Gifted Education: Integrating the Literature; 3. Stereotype Threat for Rural Students; 4. Place as Context and Content: Project Design; Part II: Place-Conscious Methods; 5. Developing a Place-Based Identification Process; 6. Using Teacher Rating Scales: Professional Development; 7. Understanding the Sample; Part III: Curricular and Mindset Interventions; 8. Differentiated Instruction in Rural School Contexts; 9. Depth and Complexity for Rural Learners; 10. The Schoolwide Enrichment Model: A Talent Development Approach that Works in Rural Schools; 11. Place-Based CLEAR Curriculum; 12. Fidelity of Implementation in Rural Schools; 13. Growth Mindset Intervention; Part IV: Promoting PLACE Outcomes; 14. Affective Outcomes: Instrument Development and Validation; 15. Impact: Student Outcomes; 16. Place-Conscious Writing Tasks; 17. Rural Families Through the Eyes of Fourth-Grade Fiction Writers; 18. Case Study in Rural Appalachia; Part V: Conclusion; 19. Expanding the Promoting PLACE Model