Almost half of the states have mandates requiring differentiated instruction for gifted students. New York State, despite the lack of a mandate, has seen an increase in services for gifted students over the last 10 years. Factors that have promoted the development of programs for gifted students in the state are financial incentives, mandatory screening for giftedness, educational reform, and vigorous advocacy. Negative factors associated with the lack of a mandate have been inequities in access to programs, difficulties in assuring the quality of programs, and limited access to teacher preparation

The impact of a support program for children with a chronic condition on psychosocial indicators.

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The structure and construct validity of the California Preschool Social Competency Scale as used with disadvantaged children (N = 1,723) in New York State was investigated through factor analysis. Five factors were extracted and interpreted as (1) Considerateness; (2) Extraversion; (3) Task Orientation; (4) Verbal Facility; and (5) Response to the Unfamiliar. The first three of these were found to be empirically similar to the three dimensions of the Classroom Behavior Inventory. These three factors plus the fourth, Verbal Facility, appeared to be conceptually similar to factors isolated in a number of other research-based social competency scales.