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ERIC Number: ED349748
Record Type: RIE
Publication Date: 1992-Aug
Pages: 54
Abstractor: N/A
Reference Count: N/A
State Policies on the Identification of Gifted Students from Special Populations: Three States in Profile.
Gallagher, James; Coleman, Mary Ruth
Three states, Ohio, Texas, and Arkansas were selected to study implementation of policies relating to the identification of gifted students from special populations, i.e., culturally diverse students, economically disadvantaged students, and students with disabilities. Individual profiles were completed for each state, and a cross state comparison was done to identify overall patterns of factors influencing policy implementation. Thirteen influential factors were identified: professional leadership, outside leadership, public attitude, bureaucratic structure, local initiative, flexible rules and regulations, informal relationships, higher education, economic status, the school reform movement, demonstration projects, seed money, and court actions. Factors differed in their level of influence depending on the state and the phase of policy implementation (whether development or application). The most essential aspect of policy development, from the standpoint of special populations students, was felt to be the design of flexible rules and regulations within a set of clearly articulated guidelines. Two possible inhibiting factors to the application of flexible identification policies are identified, and recommendations are offered to states wishing to encourage the identification of and services for gifted students from special populations. The report concludes that substantial resources and support must be made available to educators at the local level to help them move written policies into active educational strategies. Appendixes present a questionnaire and topic questions used in gathering data from individuals and focus groups. (JDD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: North Carolina Univ., Chapel Hill. Gifted Education Policy Studies Program.
Identifiers: Arkansas; Ohio; Texas