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ERIC Number: ED388022
Record Type: RIE
Publication Date: 1994-Sep
Pages: 96
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Status of Programs for High Ability Students. Collaborative Research Study 94306.
Purcell, Jeanne H.
The Program Status Research Study examined the status of local programs for students with high abilities and reasons given by key personnel for program status. A mail survey to 2,900 local personnel in 19 states (divided into four groups according to economic health and the existence or non-existence of a state mandate to provide services) yielded a response rate of 54 percent. Analysis indicated that programs in states with mandates and in good economic health are "intact" and "expanded," while programs in all other groups are being "threatened,""reduced," and "eliminated" in high numbers. Respondents attributed intact programs to the existence of a state mandate and advocacy efforts and threatened programs to a decline in state and local funds. Respondents indicated that 75 percent of high ability students in grades 3-8 receive program services, 50 percent in grades 1-2 and 9-12, receive similar services, but program services for students at the Pre-K to K level were almost nonexistent. Interviews with four key personnel from each state confirmed the main reasons given by survey respondents for variations in program status. Six guidelines with accompanying research support are offered, including, among others: (1) maintenance of advocacy efforts in states with good economic health and mandates; (2) increase of advocacy efforts in states with poor economic health and/or where mandates do not exist; and (3) focus of advocacy efforts on policy makers at the state government level. Appendices include the survey and exemplary policy statements of school boards. (Contains 60 references.) (DB)
NRC/GT, The University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.
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: National Research Center on the Gifted and Talented, Storrs, CT.