Federal and State Response to the Gifted and Talented

Journal 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. © 2011 Copyright Taylor and Francis Group, LLC.

Full Text

Duke Authors

Cited Authors

  • Stephens, KR

Published Date

  • October 1, 2011

Published In

Volume / Issue

  • 27 / 4

Start / End Page

  • 306 - 318

Electronic International Standard Serial Number (EISSN)

  • 1537-7911

International Standard Serial Number (ISSN)

  • 1537-7903

Digital Object Identifier (DOI)

  • 10.1080/15377903.2011.615823

Citation Source

  • Scopus