Federal and State Legislation Impacting Gifted Education

Accepted

Journal Article (Academic Article)

Federal and state response to the educational needs of gifted students has been intermittent and permissive. The lack of cohesive and comprehensive policies pertaining to identification and programming for these students has created a disparity in services within and across states. Broader education policies, such as those resulting from No Child Left Behind legislation have further directed attention away from the pursuit of cultivating exceptional talent and toward universal minimum proficiency. The purpose of this article is to (a) present the current status of gifted education policy at the federal and state levels, (b) consider the role recent reports might play in raising national awareness of the needs of gifted students, and (c) explore possible ideas for acquiring the support of policymakers in the future.

Full Text

Duke Authors

Cited Authors

  • Stephens, KR

Published Date

  • 2011

Published In

  • Journal of Applied School Psychology

Digital Object Identifier (DOI)

  • 10.1080/15377903.2011.615823