Cecily Zamora
While the federal government acknowledges that gifted children have unique needs, there is no federal mandate or requirement for serving these children. Gifted education is a local responsibility, with decisions about the range of services offered made locally and varying by state and demographic subgroup. The only federal program for gifted children is the Jacob K. Javits Gifted and Talented Students Education Act, which does not fund local gifted education programs but focuses on identifying and serving students who are traditionally underrepresented in gifted and talented programs. The National Association for Gifted Children (NAGC) advocates for increased federal support for gifted and talented learners and urges lawmakers and education leaders to develop comprehensive state strategies to expand access to a full range of high-quality gifted education services.
| Characteristics | Values |
|---|---|
| Responsibility for gifted education | Local school districts are responsible for funding programs to identify and serve gifted students, support teacher training, and develop critical policies on identification and service models. |
| Federal laws | Federal law acknowledges that gifted children have unique needs not met in regular school settings, but it offers no specific provisions, mandates, or requirements to serve these children. |
| Federal funding | The federal government does not provide funding directly to local school districts for programs and services for gifted students. The Jacob K. Javits Gifted and Talented Students Education Act is the only federal program for gifted children, and it received $12 million in federal funds in 2017. |
| State funding | States without state funds for gifted students rely on communities to provide services without state or federal help. |
| State laws | State laws vary widely, resulting in a disparity of services between school districts and uneven protection for gifted students under the law. |
| Local policies | Local policies and practices are often superseded by state policies. |
| Identification | Local school districts are responsible for identifying gifted students. |
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What You'll Learn
The Jacob K. Javits Gifted and Talented Students Education Act
In the United States, the federal government acknowledges that gifted and talented children have unique needs that are not met in regular school settings. However, there are no specific federal laws or requirements for serving these students. Instead, the responsibility for gifted education falls on local leadership and school districts. This variability in local leadership has led to inconsistencies in the quality of gifted education and inequitable access for students from underrepresented backgrounds.
To address these disparities, the federal government has initiated the Jacob K. Javits Gifted and Talented Students Education Act. This Act aims to provide grants and contracts for programs that cater to the educational needs of gifted and talented students, including teacher training. It also emphasizes the importance of utilizing non-traditional assessment methods to identify gifted and talented students, especially those with disabilities or from underrepresented groups.
Competitive Preference Priority 2 within the Act highlights the need to increase equity in identifying and serving gifted and talented students from underrepresented groups. This includes economically disadvantaged students, English learners, and children with disabilities. Non-traditional assessment methods are encouraged to provide comprehensive evaluations that reduce biases related to a student's education, background, or culture.
The Act also sets forth provisions for the participation of private school students and teachers in these programs. Additionally, it establishes a National Center for Research and Development in the Education of Gifted and Talented Children and Youth through grants and contracts with institutions of higher education and state educational agencies.
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Funding for gifted education
At the federal level, the Jacob K. Javits Gifted and Talented Students Education Program, administered by the U.S. Department of Education, provides discretionary grants to support gifted education. These grants fund evidence-based research, demonstration projects, innovative strategies, and similar activities that help elementary and secondary schools identify gifted and talented students and meet their unique educational needs. The program also aims to make these programs and methods accessible to all students, especially those from low-income backgrounds and at-risk students.
However, funding for the Javits program has not been consistent over the years, with substantial appropriation cuts in 2006 and 2007 leading to the cancellation of new grant competitions during those years. The availability of funds for future competitions and grants is contingent on future appropriations.
At the state and local levels, funding for gifted education can vary significantly. Local school districts are often responsible for funding programs to identify and serve gifted students, support teacher training, and develop policies on identification and service models. This variability in funding sources and amounts can lead to uneven access to gifted education services across different states and demographic subgroups.
To address these disparities, organizations like the National Association for Gifted Children (NAGC) advocate for comprehensive state strategies to expand access to high-quality gifted education services. They urge lawmakers and education leaders to develop coordinated approaches that ensure equitable access to specialized programs for gifted students.
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Variability in quality of services
While the federal government acknowledges that gifted children have unique needs that are not met in regular school settings, there is a lack of specific provisions, mandates, or requirements to serve these students. This has resulted in variability in the quality of services and inequities in access for certain student groups.
The responsibility for gifted education falls primarily on local leadership and school districts, which often rely on local funding. This has led to an uneven delivery system, with differing policies and access to services varying widely by state and demographic subgroup. Local school districts are responsible for funding programs to identify and serve gifted students, support teacher training, and develop critical identification and service model policies. The quality of resources and services provided to gifted students can be influenced by factors such as wealth distribution and the availability of local funds.
The National Association for Gifted Children (NAGC) has highlighted the uneven nature of gifted education across the country. Their report, "State of the States in Gifted Education," reveals disparities in access to services and calls for comprehensive state strategies to address these issues. NAGC advocates for increased federal support and urges lawmakers and education leaders to develop strategies that expand access to a full range of high-quality gifted education services.
The Jacob K. Javits Gifted and Talented Students Education Act is the only federal program specifically dedicated to gifted and talented students. The act aims to identify and serve underrepresented students to reduce achievement gaps and encourage equal educational opportunities. However, the act does not provide funding for local gifted education programs. Instead, it funds applied research and the National Research Center on the Gifted and Talented.
In conclusion, the variability in the quality of services for gifted education in the United States is influenced by the lack of specific federal provisions and the reliance on local leadership and funding. This has resulted in an uneven delivery system and disparities in access for certain student groups. Advocates for gifted education continue to push for increased federal support and comprehensive state strategies to address these issues and ensure that all gifted students receive the services they need.
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Inequities of access for students in poverty
While federal law in the US acknowledges that gifted children have unique needs that are not met in regular school settings, it does not provide any specific provisions, mandates, or requirements to serve these children. Gifted education is therefore a local responsibility, dependent on local leadership. This approach has resulted in a variable quality of services and created inequities of access for students in poverty, racial and ethnic minority groups, English learners, and those with disabilities.
The National Association for Gifted Children (NAGC) has identified an uneven delivery system with differing policies that weaken access to services. Local school districts are often responsible for funding programs to identify and serve gifted students, and this can result in a lack of funding for teacher training and the development of critical policies on identification and service models.
A UConn study found that students in poverty are less likely to be identified as gifted or served by special programs. The study, "Disentangling the Roles of Institutional and Individual Poverty in the Identification of Gifted Students," revealed that the percentage of students in free or reduced lunch programs negatively predicted the proportion of gifted students in a school. This trend was observed in two out of three states evaluated, even after controlling for school and district reading and math achievement. The study also found that within-district inequities contribute to the under-identification of students in poverty as gifted, with high-potential students in poverty being overlooked during the identification process.
The public has expressed concern about the under-identification of low-income and minority gifted students, with 84% of IEA-P respondents reporting concern, and 42% reporting that this issue concerned them "a great deal." There is also concern about the tendency to locate gifted programs in higher-income areas, with 81% of respondents expressing some level of concern. These concerns highlight the perceived inequities in access to gifted education for students in poverty and the potential for social inequities to be exacerbated rather than reduced.
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State laws and local policies
Local school districts are often responsible for funding programs to identify and serve gifted students, support teacher training, and develop critical policies on identification and service models. This reliance on local funding can create disparities between school districts, with some districts offering more advanced programs and resources than others. Additionally, state laws and local policies regarding gifted education vary widely, further contributing to the uneven protection and access for gifted and talented students across the country.
The National Association for Gifted Children (NAGC) has identified this issue and is advocating for comprehensive state strategies to address it. They have urged lawmakers and education leaders to develop state-level plans that will expand access to a full range of high-quality gifted education services. NAGC also provides resources for parents, teachers, and administrators to help ensure that gifted students are adequately challenged in the classroom.
While most decisions about gifted education are made at the state and local levels, federal programs and policies do exist to support gifted and talented students. The Jacob K. Javits Gifted and Talented Students Education Act (Javits), passed by Congress in 1988 and reauthorized through the Every Student Succeeds Act, is the only federal program specifically dedicated to gifted and talented students. However, it is important to note that the Javits Act does not provide funding for local gifted education programs. Instead, it focuses on identifying and serving underrepresented students, such as minority students, students from low-income backgrounds, English language learners, and children with disabilities.
In addition to the Javits Act, the Elementary and Secondary Education Act (ESEA), formerly known as "No Child Left Behind," includes provisions for gifted and talented students. The TALENT Act, an advocacy priority for several years, informed the new gifted student provisions in the ESEA. These federal programs and policies provide a foundation for supporting gifted and talented students, but the specifics of how this support is implemented vary depending on state laws and local policies.
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Frequently asked questions
Yes, federal law acknowledges that gifted children have unique needs that are not met in regular school settings. However, there are no specific provisions, mandates, or requirements to serve these children.
No, the federal government does not provide funding for local school districts to support gifted and talented students. The only federal program for gifted children is the Jacob K. Javits Gifted and Talented Students Education Act, which does not fund local programs but focuses on identifying and serving underrepresented students.
NAGC advocates in Congress and at the U.S. Department of Education for increased federal support for gifted and talented learners. They have been instrumental in including the needs of gifted students in key federal education laws, such as the Elementary and Secondary Education Act.
