Federal and State Response to the Gifted and Talented
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.
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- Education
- 5203 Clinical and health psychology
- 5202 Biological psychology
- 5201 Applied and developmental psychology
- 1701 Psychology
- 1117 Public Health and Health Services
Citation
Published In
DOI
EISSN
ISSN
Publication Date
Volume
Issue
Start / End Page
Related Subject Headings
- Education
- 5203 Clinical and health psychology
- 5202 Biological psychology
- 5201 Applied and developmental psychology
- 1701 Psychology
- 1117 Public Health and Health Services