ERIC Number: EJ702957
Record Type: Journal
Publication Date: 2004-Mar-22
Reference Count: N/A
Where We Stand Determines the Answers to the Question: Can the No Child Left behind Legislation Be Beneficial to Gifted Students?
Kaplan, Sandra N.
Roeper Review, v26 n3 p124 Spr 2004
Just as it is said that beauty is in the eyes of the beholder, so it could be said that the impact of any legislation is in the interpretation of the reader as administrator, teacher, student, or parent. The value of any educational legislation is equivocal and dependent on two basic factors: philosophy and practice. The need to take a stand and defend a position cannot be done without consideration for both philosophy (the underlying beliefs that are specified by the individual and/or institution about a gifted program) and practice (the purpose and form of activities or services implemented to achieve goals of a program for the gifted). The blatant reactions to the No Child Left Behind (NCLB) legislation without concern for these two factors lead to the concept of empty rhetoric.
Descriptors: Federal Legislation, Educational Improvement, Educational Legislation, Academically Gifted, Academic Achievement
Roeper Review, P.O. Box 329, Bloomfield Hills, MI 48303. Tel: 248-203-7321; e-mail: firstname.lastname@example.org.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001