Education : Gifted And Talented Student Achievement

In article one, America’s Future Depends on Gifted Students, they believe that we should support gifted education programs. I highly agree with the statement, ‘Insisting that gifted children will ‘be fine’ if we cut these programs is a disservice to these children and a

Middle school is a period of transition for adolescents. Students are no longer the children were once were in elementary school; they are beginning to mature into the adults they will need to become. Gifted learners at the middle-school level face the same developmental and tasks tasks and challenges that their peers do. Yet, gifted learners also possess traits that are different from their peers, which often make them misunderstood or ignored. The need for teachers to identify these students and differentiate instruction in a way that addresses the needs of the gifted students in the classroom is becoming more crucial than ever.

these programs do very little to improve and increase the productivity of the students that are in

Brice, A. E., Shaunessy, E., Hughes, C., McHatton, P. A., & Ratliff, M. A. (2008). What Language Discourse Tells Us About Bilingual Adolescents: A Study of Students in Gifted Programs and Students in General Education Programs. Journal For The Education Of The Gifted, 32(1), 7-33.

Adolescents face many developmental tasks: physically, cognitively, socially and emotionally. For example, puberty happens, intellectual interests expand, moral thinking happens, sense of identity is initiated, independence is worked towards, there is conflict with adults, and peer influence becomes an issue—to say the least. This particular read focuses on twelve west coast inner city students and the developmental and environmental tasks that impact their education. Professionals often use the word resilience, or suggest that students become resilient, without putting much thought into the difficulties that students must recover from.

There are several factors that can cause a lack of focus on gifted students. The author noted that in order to avoid governmental sanctions which could impact school funding and parental choices of schools. The NCLB act four pillars will result in stronger teacher accountability, more freedom for states and communities, proven educational methods, and more choices for parents.

The students within Northern Secondary School’s 2014-2015 Gifted Program graduating class slid into AP and gifted classes like they were made for them. Since the beginning of their middle school careers, these gifted high school students have been spoonfed a thought-provoking and comprehensive education. At Wong’s public gifted elementary school, Cummer Valley, the faced-paced and in-depth curriculum not only stimulated his intellectual capacity and unlocked his potential, but “compelled him to achieve higher academic standards and established a strong foundation to build upon for high school.” Wong claims that he entered Earl Haig, a non-gifted public high school, with a knowledge base practically a grade higher than the majority of his subordinate

Growing up in the New York Public Schools system, I realized many similarities and differneces today. In 1993 all 50 states had formulated policies (legislation, regulations, rules, or guidelines) in support of gifted education. The study portrayed state policy as uneven and called for a re-examination of present policies in light of research, experience, and developments in education, psychology, organization, and related fields. Further support for this reexamination included the climate of school reform and restructuring, the changing environment of society and schooling, and the diverse ways that local districts interpret and implement state rules. These findings still resonate today. I graduated high school in 1994 and the gifted and

While America’s educational community is emerged in discussing the No Child Left Behind Act, high stakes testing, and what these new versions of old ideas actually mean for the larger society, the National Center for Educational Statistics (NCES) 2005 report shows that African-American males continue to spiral further down the achievement ladder. They are not thriving or surviving in many school settings. They have been flagged by Statistics as the highest rank among students who choose to leave school; are suspended, expelled, or kicked out of school. Unfortunately, the same is also true when it comes to poor test scores, low GPAs and high rates of referral and placement in special education. In stark contrast, African-American males are underrepresented in gifted education (NCES, 2005; Whiting, 2004; as cited in (Whiting, 2006, p. 222).

The era of the 1950s and 1960s ushered in new priorities for the education of America’s students as well as the social, judicial, political and organizational structure of our nation’s schools. Some of the challenges that the educational system faced were facilitated by federal and state interventions. Interventions such as The National Association for Gifted Children (NAGC) No Child Left Behind, (NCLB) and Every Student Succeed Act (ESSA) are just a few federal and state interventions that had a tremendous impact on the way we educate and motivate children to learn.

It is the first day of school. The new GRT has checked his mailbox and found that he has 18 identified gifted students to educate of this year. He notices four of the names have purple italicized text next to each name. Twice-exceptional. His insides feel unstable for a moment. The classes offered at his college included a Special Ed course, but now these children were right there in front of him. He would be responsible for their individual successes for an entire year. He had five In-service days to get to know the building, all of the teachers, the administration, and understand how uniquely different each of his twice-exceptionals were. There were also 14 other children. He knew from his Gifted Endorsement his identified students would

The NAGC’s standards state that teachers “must understand the characteristics and needs of the population for whom they are planning curriculum, instruction, assessment, programs, and services” (Brighton and Wiley, 2013, p. 194). Lackland is not meeting this criterion because their pullout teachers are not endorsed in gifted education and their general education teachers are unable to plan instruction that meets the needs of their gifted learners in the regular classroom setting.

59. Data about Brown Middle School shows that 99% of the students enrolled are African American. African American and poor children continue to achieve below grade level and drop out in much greater numbers (Nieto, 2004, p. 48). One example is that Black students are underrepresented in programs for the gifted and talented, being only half as likely to be placed in these programs as are White students, even though they may be equally gifted (Nieto, 2004, p. 59). Studies have linked participation in advanced placement, gifted and talented programs, and advanced math and sciences classes with better outcomes later in life. Brown Middle School’s enrollment rate for the gifted and talented is 14 percent. These factors can be another factor in the low-test scores at Brown Middle School. Many studies also show that rigid tracking is prominent in poor communities with large numbers of African American, Latino and American Indian students (Nieto, 2004, p.

According to the National Association for Gifted Children (NAGC, 2009), a misconception is gifted learners are able to succeed on their own, and the truth is gifted learners need to be challenged to learn something new each day. In a “Tale of Two Principals,” Weber, Colarulli-Daniels, and Leinhauser (2003) determined research on the topic of principal leadership characteristics and practices in gifted education is neither extensive nor current. The National Association for Secondary School Principals (NASSP, 1998) published a special issue introducing gifted education research and theory to its readers and instructional leaders of schools. During this special edition, the administrative journal acknowledged principals’ authority to positively

     The central theme of this essay is empowerment and the roles that parents, schools and professionals take on in the quest for the best educational decisions for those children with disabilities and those children that are gifted and talented. It is important to understand the historical development of family-professional relationships to fully comprehend the significance how far we’ve come and how far we still need to go.