A National Survey of Current Legislative and Policy Trends in Gifted Education: Life after the National Excellence Report

Abstract

Recent reports on the existence and nature of educational programs for gifted learners have indicated that current educational practices in gifted education vary in both availability and quality. One such report, National Excellence: A Case for Developing America's Talent (U.S. Department of Education, U.S. DOE, 1993), identified critical issues and established 7 initiatives for the improvement of the education of gifted students. This study examined the nature and availability of state legislative and policy provisions for gifted students as well as state efforts to address the report's 7 initiatives. Results indicated that progress in state efforts on the 7 initiatives have been mixed, with significant gains in some areas contrasted by minimal or no progress in others. Gains in gifted education, however, occurred at the same time that legislation and policy mandates in gifted education decreased.

Blazing New Trails: Strengthening Policy Research in Gifted Education

“…But, however long and laborious the passage of a law or other policy may be, its passage is best viewed as a milestone in a much longer journey. Implementation of the policy, careful review of its intended and unintended consequences, and revision of that policy are part of a never-ending cycle (see Landrum, Katsiyannis, & DeWaard, 1998; Swanson, 2007). A good recent example is the reauthorization of the Elementary and Secondary Education Act at the federal level, also known as the Every Student Succeeds Act (ESSA).…”

State laws for gifted education:An overview of the legislation and regulations

“…Moreover, their definitions of these terms, particularly "policy," reflected at least partial confusion, and their findings were not differentiated by source or by state. Similarly, Landrum, Katsiyannis, and DeWaard (1998) surveyed the state directors for gifted education, using a relatively short questionnaire and requesting supporting materials for three items: legislation, funding sources, and current initiatives or trends. They obtained completed questionnaires from 40 states and supplemental documentation from only 31 states.…”

Quality Assurance in Gifted Education

“…Quality of gifted education varied with the state policy intensities in USA when measured against the seven improvement initiatives suggested in the report National Excellence: A Case for Developing America's Talent (U.S. Department of Education, U.S. DOE, 1993), according to the studies by Landrum, Katsiyannis, and DeWaard (1998). Based on an analysis of state and local advocacies for gifted education and their outcomes, Robinson and Moon (2003) observed that collaborative, persistent advocates, who are also knowledgeable about best practices in gifted education and political processes at both local and state levels, presence of a champion, solving skills and tools for practical problem-solving skills of advocates were required for positive outcomes of gifted education.…”