ERIC Number: EJ947116
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 24
Federal and State Response to the Gifted and Talented
Stephens, Kristen R.
Journal of Applied School Psychology, v27 n4 p306-318 2011
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.
Descriptors: Academically Gifted, Student Needs, Federal Government, State Government, Government School Relationship, Federal Legislation, Educational Policy, Public Policy, Individual Development, Role of Education, Politics of Education, Resource Allocation, Access to Education
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001