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A new database demonstrates that between 1600 and 1830, Parliament passed thousands of acts restructuring rights to real and equitable estates. These estate acts enabled individuals and families to sell, mortgage, lease, exchange, and improve land previously bound by landholding and inheritance laws. This essay provides a factual foundation for research on this important topic: the law and economics of property rights during the period preceding the Industrial Revolution. Tables present time-series, cross-sectional, and panel data that should serve as a foundation for empirical analysis. Preliminary analysis indicates ways in which this new evidence may shape our understanding of British economic and social history. The data demonstrate that Parliament facilitated the reallocation of resources to new and more productive uses by adapting property rights to modern economic conditions. Reallocation surged in the decades following the Glorious Revolution and was concentrated in areas undergoing urbanization and industrialization. The process was open to landowners of all classes, not just the privileged groups who sat in the Houses of Lords and Commons. Parliament's rhetoric about improving the realm appears to have been consistent with its actions concerning rights to land and resources.

Despite the challenges Latino males face throughout their educational experience, promising practices exist to enhance their academic success (Sáenz & Ponjuan, 2011). This chapter addresses factors that commonly hinder the educational opportunities of Latino males, and it pinpoints those supportive factors that help advance their educational progress. Recommendations are provided to assist in increasing the identification of gifted Latino males and their participation in gifted education. Educational practice and policy recommendations are also offered.

Some students with documented learning needs (e.g., learning disabilities, physical challenges) receive strong support through the legislation, funding, and accountability systems associated with the Individuals with Disabilities Education Act (IDEA, 2004) and Section 504 of the Rehabilitation Act (1973). However, in the absence of supportive federal policy, other students with documented learning needs (e.g., high cognitive ability) experience varying levels of support due to differences in state and local policies, funding, and accountability requirements. These differences are due in large part to misconceptions about students with advanced learning needs (e.g., that they can meet grade-level standards without intervention) and equity concerns (e.g., students with the greatest perceived needs should be served first). Special education has a long history of alleviating educational mismatches by preparing students for challenging learning opportunities, providing classroom support structures, and monitoring educational placements through a system of regular evaluation and adjustment. Students served in gifted and talented education can benefit from these same asset-based, sociocultural approaches. However, efforts to support students with advanced learning needs are more likely to be consistently and successfully applied if they are backed by changes to existing policies, funding, and accountability systems.