In this article by Rena Subotnik, key members of the nation’s policy making community reflect on their elementary and secondary school years, and how those experiences have affected their opinions on public education, including the education of the gifted. The subjects include a legislator, independent scholars and members of influential national education organizations. The objective of the study was to identify the role of childhood memories of school on the development of political viewpoints. ...
U.S. Secretary of Education Margaret Spellings delivered this speech on August 22, 2006 during the opening ceremony of The Davidson Academy of Nevada. Topics included: No Child Left Behind, the necessity for customized education plans, and the opportunities that the first class of Davidson Academy students will receive. ...
This article includes the text of Senate Bill 1638 as well as a short summary. The bill provides incentives to add the educational needs of gifted students to state reforms and to teacher preparation programs, through grants currently available through Title II of the Higher Education Act (HEA): (a) grants to states to reform teacher certification and licensure, teacher preparation programs requirements, alternative teacher preparation programs, and new-teacher mentoring programs; and (b) grants to partnerships between universities and high-ne ...
BOOK REVIEW (Davidson Institute) - A review of Lisa Fine's book which discusses the Senate's version of President Bush's education plan to leave "no child behind." She argues that it will not help the students with the highest academic ability to excel and continue to learn. The article briefly touches on the current problem of inconsistent funding for gifted education around the country. She reveals how gifted supporters fear the melding of the Jacob K. Javits Gifted and Talented Education Program into larger block grants may mean less money f ...
BOOK REVIEW - It's not often that stories about the needs of the gifted are the basis for stories in the media. In 2004 things seemed to have changed. First, the book Genius Denied and then the Templeton Report: A Nation Deceived, called attention to the plight of our brightest students. Newspapers, magazines, radio and television programs finally started to discuss how attitudes and policies in the United States shortchange students with tremendous potential. ...
Laura Vanderkam interviews Kyle Hutzler ...
An analysis of the impact of the No Child Left Behind Act on gifted and talented students by the Davidson Institute for Talent Development. ...
This article by Perry Zirkel discusses one high schooler's valedictorian status and why it was challenged. The girl had disabiltiy status but had the highest overall GPA. Other parents challenged her status and schooling arrangement and the girl's parents ended up filing a lawsuit against the school district. ...
This article, by Margaret DeLacy, discusses how America's brightest students are the ones making the lowest achievement gains in school and are the ones most harmed by the No Child Left Behind Act. This special needs group also receives the least funding. The subject of tracking is also discussed and how research pointing to the importance of advanced classes and grouping for gifted students is overwhelming. ...
Laura Vanderkam, co-author of Genius Denied, discusses the results of the 2008 Fordham Foundation report, “High Achieving Students in the Era of No Child Left Behind.” ...
This article by Dr. Jan Davidson uses the term "quiet crisis" to describe the neglect of our educational system to nurture our nation's most able young minds. The article was written as an OpEd piece. It argues that this quiet crisis in effect denies future generations the benefit of those students' achievements. ...
This article by Stephen Smith is tailored more to the learning disabled child, but the information on IEPs provided is still valuable. Working together, schools, teachers and parents can create an IEP that will help the child in question to be challenged at his or her level. The author specifically addresses making the transition from IEP to classroom practice. ...