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New Fordham Institute study: America’s school district policies for advanced learners

A new Thomas B. Fordham Institute study sheds light on whether districts nationwide have strong policies and programs in place to identify, support, and cultivate the talents of all students capable of advanced-level work. It builds on a substantial body of work published by Fordham and the National Working Group for Advanced Education on the topic of advanced education.

Authored by Dr. Adam Tyner, Fordham’s National Research Director, the study summarizes takeaways from a survey of nearly 600 district and charter school administrators in charge of advanced education and data from the U.S. Department of Education. Tyner finds that there is much more that all districts can and should be doing for our nation’s advanced learners, especially before they reach high school.

Fordham is also co-hosting an event on the controversies and challenges surrounding advanced education policies in collaboration with the National Association for Gifted Children, the School Superintendents Association (AASA), and the American Federation of Teachers on May 22nd. More information about that event is available online here.