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ERIC Number: EJ757418
Record Type: Journal
Publication Date: 2007-Feb
Pages: 5
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-6439
No Child Left Bored
Reis, Sally M.
School Administrator, v64 n2 p22 Feb 2007
This article examines learning opportunities for gifted and talented students. Districts and states have developed innovative programs that include mentorships, Saturday programs, after-school enrichment activities and summer internships. However, recent experiences suggest strongly that this attention has decreased in the years following the implementation of No Child Left Behind. In a recent study, across 92 observation days in all subject areas, gifted students experienced only minimal instructional or curricular differentiation. Joseph Renzulli, director of the National Research Center on the Gifted and Talented, recommends developing a continuum of services to challenge the diverse learning and affective needs of all students at all grade levels. This continuum provides services that range from general enrichment for all students across all grade levels, to curriculum differentiation procedures including both enrichment and acceleration for rapid learners, advanced classes, individualized research opportunities for identified gifted and talented students, and counseling and other services to meet affective needs.
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001