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education research, gifted and talented students, support for gifted students, National Association for Gifted Children, Council of State Directors of Programs for the Gifted

Policy

Is American Education Neglecting Gifted Children?

America's 3 million gifted and talented students are getting the shaft in the vast majority of K-12 schools, according to a new report from the National Association for Gifted Children and the Council of State Directors of Programs for the Gifted. The report found that gifted students are being neglected at all levels in the United States, from weak or non-existent policies at the state level to uneven funding at the district level to a lack of teacher preparation at the classroom level.

The report, "2008-2009 State of the States in Gifted Education," pointed to several failures on the part of U.S. education, from a a severe lack of commitment on a national level to spotty services and little or no support to get teachers trained to deal with gifted students.

Some of the findings included:

  • A full fourth of states provided zero funding for programs and resources for gifted students last year;
  • In states that did provide funding, there was little consistency, with per-pupil expenditures ranging from $2 to $750 last year;
  • Only five states require professional development for teachers who work in gifted programs;
  • Only five require any kind preparation for these teachers;
  • Gifted students spend most of their time in general classrooms and receive little specialized instruction;
  • Key policies are handled at the district level, when there are policies in place at all, rather than at the state level, creating "the potential for fractured approaches and limits on funding";
  • There is no coherent national strategy for dealing with gifted students.

Most of those interviewed for the report cited NCLB as a factor that has contributed to a decline in support and resources for gifted students. Participants pointed to a number of reasons for this, including a shift in focus away from academic excellence toward "bringing up lower-performing students and maintaining adequate yearly progress" and a shift in staffing away from gifted programs.

"At a time when other nations are redoubling their commitment to their highest potential students, the United States continues to neglect the needs of this student population, a policy failure that will cost us dearly in the years to come," said NAGC President Ann Robinson in a prepared statement. Robinson is also director of the Center for Gifted Education at the University of Arkansas at Little Rock. "The solution to this problem must be a comprehensive national gifted and talented education policy in which federal, state, and local districts work together to ensure all gifted students are identified and served by properly trained teachers using appropriate curriculum."

The impact of this neglect is being felt now, according tot he report, with "continued underperformance on international benchmarks, particularly in math, science, and engineering, and in the shortage of qualified workers able to enter professions that require advanced skills."

"The lack of leadership and failure to hold districts accountable for serving gifted students by Washington and the states has produced a largely uneven and inconsistent delivery system, said NAGC Executive Director Nancy Green. "For every local district making an outstanding commitment to gifted learners, we have scores of districts doing nothing."

"Forty years ago, we realized the impact of a sustained commitment to academic excellence when we celebrated the landing of a man on the moon. Future breakthroughs and discovery in science, medicine, and technology will be impossible if we fail to identify and serve today's brightest young minds. The time to act is now," Robinson said.

On the positive side, 16 states in the 2008-2009 school year funded virtual high schools, according to the report. (That number has increased to 25 this year, according to separate research from e.Republic's Center for Digital Education, released today.)

The report was based on interviews with representatives from state departments of education involved with gifted student programs between June and September 2009. Forty-seven states participated in the survey either through their departments of education or through the office of the state superintendent for those states without a designated individual overseeing gifted programs.

Further information about the report, including links to the full report and summaries of findings, can be accessed at NAGC's site here.

Comments

Thu, Jan 7, 2010 Farm Gal

As a parent of a VERY high potential child who is NOT an autodidact (I am)... I have been continiously frustrated by a local system which insists on lcok-step age cohort advancement. Sadly the local system was at least 'good' through grade school, but I was warned NOT to make waves when they dropped the kids off the edge of the learning cliff upon middle school entry - no program at ALL. By makeing the aforesaid waves I got the kid entered into a dual credit Highschool/college alternative class, but it took a threat of lawsuit to get that done. I paid for it I transported, bu tI still couldn't get them to let a qualified child into Highschool classes! Yeah the kid Aced the college class but we had to wait 2 years to ger her into HS where she could take 'straight' college classes. ADVOCATE or loose our best brains... some of this kid's peers (gifted/talented) are now dropouts or druggies... Bad news to neglect them folks...

Sun, Dec 6, 2009 April Ohio

Great comments, but so far everyone is agreeing with the article and not offering suggestions about how to properly educate a gifted child. Do we have to home school or pay thousands for a private education? I am frustrated daily by the level of work my daughter is given at school. It is way below her ability! I usually spend over an hour each night trying to teach her something new. This puts a strain on our family life. What is the solution to the problem for parents who want to help their children reach their potential?

Wed, Dec 2, 2009 Teri Texas

We also must realize that "gifted" is a catch-all term for a very diverse group of kids. Maybe schools can accommodate kids who are a year or two ahead given the proper teacher training and funds. But what about the 10-year-old who is ready for calculus? What about the 6-year-old who is into particle physics and string theory? Can public education ever strive to meet the needs of these learners? Is it good policy to just hope that the parents of these kids can shoulder the responsibility? Any policy or program needs to address the full spectrum of giftedness to be truly a "gifted" program.

Wed, Nov 25, 2009 Fred Mitchell New Hampshire

Public schools have been neglecting gifted students for decades. When I began highscool back in 1975, I was already doing calculus, but was told I had to wait for my senior year to do calculus, which was a joke by the time I became a senior -- I had at that time advanced to advanced calculus, but the class was barely a pre-calc course and only covered stuff I had done 5 or 6 or 7 years earlier. As a parent, I had to fight with the school to get my precocious kid to be enrolled in 1st grade instead of Kindergarten, and really she was ready for 2nd grade, but there would've been social issues I didn't wanting him to deal with. Fortunately, I am an autodidact. Though, I really could've used some guidance when I was a kid. I could have made much more progress than I did -- which was considerable.

Tue, Nov 24, 2009 Becky Utah

There are plenty of reasons why gifted children may be being neglected, however I don't know the solution. What I do know is that i would like to see schools take more of an alternative approach to learning- teach kids not just the general education, but to give them a well-rounded education where self esteem and personal growth are taught. I stumbled across a great book titled, "Lives of Passion, School of Hope" by Rick Posner. In the book, Posner outlines this type of education and what it entails. There has been a huge successful rate amongst all of the allumni who have finished school there, and who are now all responsible, successful adults.

Tue, Nov 24, 2009 Jean Texas

I have been a teacher in Texas public schools for 13 years. I can tell you first hand that we do not educate the students who are on-level and above. It's not until they slip do we address their needs. We are too busy in small reading and math groups trying to close the "gap". Policy makers need to understand that not every child will go to college and get a degree. If that were the case, where would we get our sanitation workers, bus drivers, McDonald workers, etc? I agree all students need and deserve an education, but the "gap" will never be closed! In the meantime, we spend millions of dollars on NCLB and our average to above average students are pretty much left to fend for themselves or are themselves used as tutors to the lower level students. In addition to NCLB, student teacher ratio is not conducive to a quality education for anyone. When a teacher has 20-25 students in a class and the average amount of time a day a teacher actually spends teaching the class is 5 hours, and with NCLB we are required to do small groups with those failing students in reading and math daily-each group may have 2-4 students-there may be 5 groups-meet with each group 30 minutes everyday, keep documentation on every child in the groups, then fit in science and social studies, don't forget to use technology and to show in your lesson plans how you are differentiating, add in many, many discipline problems, restroom breaks, transition time, programs, firedrills, lockdown drills, tornado drills and a host of other interruptions, you tell me what's happening to the average to above average student. The only way to reach each student at their potential is to have much much smaller student/teacher ratios, get the discipline problems out of the classroom, get rid of some of the rules and regulations that tie the hands of teachers and get rid of a lot of the paperwork we are required to do. We want to and can reach each student at their level whether it's someone having a tough time learning to read or do math or someone who is way above the others. America has some awesome teachers that could help put in front of other countries, but we are not allowed to teach our kids only close the "gap". Someone please listen to teachers!!!!! We know what we are doing if given the chance, resources, and the right environment and circumstances. But we will continue to fall behind other countries unless the people and policy makers open their ears and eyes!!!

Mon, Nov 23, 2009 J.S. Rockville, MD

I was fortunate to have had a gifted program and a few excellent teachers who gave their all to enrich the education of my classmates and me. Although I attended a low-ranking public school in Florida, the parents of my gifted class were highly-involved, resulting in more resources and efforts stemming from a multitude of sources. Everyone in that class of gifted students has excelled in careers spanning the private, public, and educational sectors--evidence that such programs work. I took just a few regular-level courses as mandated by the curriculum. They were shameful excuses for education and were on par with day-care. In geography, for instance, students were graded on how well they colored within the lines of maps. I nearly failed that class-it was a depressing waste of time for me, but mandated by the school system. What I realized then, and what has been further confirmed over the years, is that public education has become so poor, and teachers and schools have become so impotent from lawsuits from wonderful organizations like the ACLU and NAACP, that our country is rapidly reaching the lowest common denominator by chasing the damaging illusion that all children are equal--not just in their rights--but also in their outcomes. We have been wildly successful in creating a climate that celebrates an entitlement mentality that we should all have equal outcomes--confused with the basic, important, yet limited and distinct rights of human dignity. This is an agenda that has spread to policies affecting American life across the board, and it leaves me wondering what kind of place America will become if no one is allowed to succeed except by being average. The costs are incredible. To take a person who cannot, and pile on resources to the goal that they can, will still result in a cannot. This is our current policy. The goal is simply unreachable. The only methods which would actually achieve a similar goal (and result in an overall improvement) would never be spoken of by a policy maker. The days of identifying, educating, developing, and placing our most gifted talent into the workforce to lead and discover--which we saw during the pinnacle of the space race--have gone by the wayside. Say farewell to an America that leads and achieves. Say hello to an "equal" and entitled society that will continue that way until the social experiment comes crashing down and only China remains. We're rapidly beding the curve downward in our successful quest to be politically correct in all things.

Sun, Nov 22, 2009

Being alibrarian in an elementary school and being a parent of a gifted child, it unfortunate but true that gifted and talented students are extremely neglected and bored in the regular classroom. Luckily, I am able to extend my child's education by giving her addl and supplemental exercises to extend her knowledge and critical thinking opportunities. But what about the gifted children who don't have the privilege of a parent in the educational field? This problem needs to be addressed or the future progress of our children and this country will lag behind the rest of the world

Thu, Nov 19, 2009

I absolutley agree that talented and gifted students are not being given the appropriate eductation in order for them to blossom and succeed. I am in high school now, and when I was in middle school I was in the TAGS (Talented and Gifted Students) program. It allowed me to flourish and express myself, but was cut from the budget. Since so much focus is on the students on a lower level, the gifted children are neglected.

Thu, Nov 19, 2009 prospect ct

wow. i agree that we are not being treated right. too much focus can be spent on kids that are just plain lazy. i think if i was given a larger outlet when i was in middle school or even elementary that i could be doing even better now.

Wed, Nov 18, 2009 Chris South Carolina

I teach highly gifted high school students as part of a highly accelerated and rigorous program. I would recommend that any parent of a gifted child should enroll at a local university and take a course called "nature and needs of the gifted". It would help parents understand their child's needs and make them a better advocate when it comes to dealing with the school system. Many schools offer this course online as well.

Wed, Nov 18, 2009 concerned Teacher Texas

Yes we neglect our gifted students. We spend so much time catching other students up, teaching to the test, or partnering up the students that are behind with our gifted ones that there is never any accelerated work for those students that need it. I certainly wasn't gifted, but I was very bored in school because the teachers spent so much time recovering material to the whole class for the few that needed it.

Wed, Nov 18, 2009 Gifted Texas

I was a gifted student growing up and had special classes with other gifted students from K-6. When we moved to rural school, they didn't do gifted programs and my grades dropped because I was bored. In 8th grade I actually had a teacher say "doesn't anyone but Mary know the answer?" That caused me to withdrawl even more. I didn't again hit my full potential until college. We as a nation must celebrate our gifted students, because they are the ones that are going to really make an impact for the future of the country. I understand trying to help all students, but we can't let our best and brightest be held back.

Wed, Nov 18, 2009 K PA

As a parent of a gifted son, I don't look to the public school system to teach him to his potential. The school has a lofty job to try to teach every level of appitude at each grade level. Parents need to realize this and get educated about ways to enrich their gifted child's education themselves. The public library is a good place to start.

Wed, Nov 18, 2009 David Phillips Pattonville, Tx

I teach a Dual-Credit English course, which is the closest thing we have to something for gifted students at our high school. However, I've found that a creative teacher can, by using resources, especially technology, effectively, and allowing good practice for collaboration, digital publishing, and social networking provide an environment in which gifted students can flourish and themselves be a help to other students. We can create a "rising tide" which indeed lifts all boats in our classes. Teachers who are committed to "stand, deliver and test" practices can generally aim only for the middle of student abilities, if even that. But those who are committed to teaching to 21st century skills and knowledge and using the vast array of resources that are available can give every student a place and challenge all of them.

Wed, Nov 18, 2009 Karen Virginia

As a parent of a gifted child and a special education educator I see both sides of the continuum on a daily basis. When my son was in elementary and middle school, I was greatly concerned about the school's inability to meet his needs. My son has the classic gifted characteristics: fear of not being as smart as he has been told, fear of succeeding, fear of failure, lack of motivation and procrastination. I constantly heard, "Your son can do much better and he is not working to his potential." Parent/teacher conferences offered very little help. After all, I work with disabled students. I had no idea how to work/raise a gifted child. It was apparent that the school’s interpretation of meeting his needs meant more work. As a special education teacher, I am able to help parents and other teachers work with my students. I can offer tricks and tools but my own son’s teachers could not. Aren’t TAG students part of the special education umbrella? Where is the training that I’m required to have for people working with these overlooked students? I’m happy to report that my son suffered through elementary and middle school and has numerous opportunities in high school. He is challenged in his AP classes and enjoys them tremendously. Being challenged does NOT mean that he is given more work.

Wed, Nov 18, 2009 AG Kansas

My son was identified as gifted in the 3rd grade and that was only because I insisted on testing. The school was trying to identify him as behavior disordered because he was so bored in class. The instructor had less knowledge about a number of subjects than my son but she was so threatened by that fact that she pushed him down at every opportunity. There is only so much parents can do to enrich their gifted child's education without the help of the public school, unless we home school them. By the way, I'm an educator myself and have had very little training in how to deal with gifted students, but I know enough to realize they frequently learn differently than the rest of us!

Wed, Nov 18, 2009 dwmrkoch Massachusetts

The current education policy is focused on "closing the achievement gap". An admirable goal and certainly deserving of attention. Sadly, the policy framework drives staffing and financial resources to getting students from the "failing" or "needs improvement" NCLB designation to "proficient". If a student is already "proficient" or "advanced" there is zero incentive to do more. The performance of every teacher and administrator in the country is measured based on this. What perplexes me is while policy focuses on closing the achievement gap, policy makers express their concern and frustration about the fact that Americans are being out performed on the international academic scale. We are loosing our global competitive edge. We have plenty of students of every race, religion and political presuasion to put America back at the top. But...it will not happen without a commitment and the resolve to advance every student at every level.

Wed, Nov 18, 2009 Virginia Malone Texas

It is not just gifted kids that are being left behind, it is any kid who is a bit ahead of the "group". Our granddaughter entered kindergarten this year. The goals for the year for her class. Learn the colors, count to 20, know the sounds of the letters. She can do all of this and more, but the comment was, we will do enrichment - So far the enrichment has been coloring. By the end of the year she will have caught up to her peers or should I say they will have caught up to her. Then she too can be left behind.

Wed, Nov 18, 2009

As long as we have the educational system we do with the policymakers not being educators, this mentality will prevail AND every child will be left behind. Unfortunately with the current economic crisis many of the public schools are cutting any way they can - most notably teachers because we get paid "way too much money" to educate the future. We are looking at overcrowded classrooms and bare bones programs - not many electives and these types of programs will not stand a chance. How sad in so many ways because we are NOT allowing our students to be competitive with the global marketplace. Until funding changes are made and the people setting policy (local, state and national) are educators and/or highly educated themselves in how we learn, our educational system will continue to erode and our country's standing with it.

Tue, Nov 17, 2009 Warren

I just finished a Masters level class on educating special needs children. Gifted education was an afterthought at the end of the course. I know how much the gifted program helped me when I was in school - if nothing else, it gave me a peer group that would encourage me to do better rather than to just get by. We have to realize that gifted kids are an important resource, and we need to make sure that they are encouraged, before they simply tune out and get left behind.

Tue, Nov 17, 2009 TM Illinois

Good comments, Scott. In addition, decision-makers fail to understand that the only "gifted kids [who] can take care of themselves" are those with families who have the resources to provide the enrichment. However, since giftedness exists throughout the entire diverse population of our communities, the families who cannot afford to serve the needs of their kids will continue to be underserved. So, if the schools don't provide the differentiated education they need, those kids will not learn something new every day. In many cases, that becomes a racial, ethnic, cultural, economic, language (or any other trait you choose) issue. Some advocates see that as a civil rights issue. Just as we don't all wear the same shoe size and need to wear what fits our feet, so do we need an education process that fits the needs of our kids' minds.

Mon, Nov 16, 2009 Scott S. Floyd Texas

That is all well and good, but the current mentality ("gifted kids can take care of themselves") will always prevail under our current educational system. There has to be a fundamental shift in the way we thing about education. Considering that has not happened even under the "Change" president we elected, it has no chance of happening in the near future. Having spent a decade as a gifted and talented coordinator here in Texas, I realize that GT to many people just means extra work and a contest (if that). It does not mean a differentiated method of instruction throughout the day. While I chose PBL to help my students find their potential, it was only the tip of what I would have liked to see happen. Yet, the "testing at all costs" system does not allow for much more than that as the state prescribes more and more of the same ol' mess. Limited financial resources also place a burden on a system where even one extra staff member could mean the difference between a balanced budget or one that raises the ire of tax payers. If we spent on students in Texas what we spend on prisoners in Texas, we would have one awesome opportunity to build facilities and train staff to meet the needs of all students. Oh yeah. And we got rid of the ridiculous testing system we have in place.

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