Retrieved January 31, 2007, from įithian, E. Bush administration’s proposal for NCLB reauthorization. Retrieved December 20, 2006, from Įducation Daily. Fuhrman (Ed.), Designing coherent education policy: Improving the system (pp. Policy and practice: The relations between governance and instruction. Unpublished doctoral dissertation, College of William and Mary, Williamsburg, VA.Ĭohen, D. A national study of curriculum policies and practices in 50 states. Promoting a systematic focus on learning supports to address barriers to learning and teaching. Educational Evaluation and Policy Analysis, 24(4), 305–331.Ĭenter for Mental Health in Schools. Does external accountability affect student outcomes? A cross-state analysis. Legislation and polices: Effects on the gifted. Williamsburg, VA: Center for Gifted Education.īrown, E., Avery, L., VanTassel-Baska, J., Worley, B., & Stambaugh, T. Gifted policy analysis study for the Ohio Department of Education. Unpublished doctoral dissertation, College of William and Mary, Williamsburg, VA.īrown, E., Avery, L., & VanTassel-Baska, J. Systemic reform: The impact of North Carolina’s state-initiated policies on local gifted programs. Review of Educational Research, 73, 125–230.īrown, E. Comprehensive school reform and achievement: A meta-analysis. Meeting the educational needs of special populations: Advanced placement’s role in developing exceptional human capital. Evaluating state funding for gifted education programs. Educational Evaluation and Policy Analysis, 26, 39–64.īaker, B. State policy influences governing equal opportunity: The example of gifted education. Gifted Child Quarterly, 45, 4–15.īaker, B. Measuring the outcomes of state policies for gifted education: An equity analysis of Texas school districts. Because of the lack of a federal mandate, specific policies and funding mechanisms are typically left to the advocacy efforts of interested stakeholders in individual states. All 50 states cite some form of legislation for gifted and talented learners, but there is a variance of policies that causes national reform in gifted education to be less cohesive, comprehensive, and inclusive than it needs to be. Although a federal definition exists with an accompanying modest funding package, the No Child Left Behind Act, focused on raising achievement for low-performing students, has driven out gifted education as a priority for federal attention. Although a critical issue, policy in gifted education remains a patchwork quilt of legislative and administrative rules and regulations, mostly at the state level. This chapter provides an overview of the policy picture of gifted education in the United States.
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