As one of the world’s superpowers, American children were not performing on the same level as their international counterparts and standardized test performance was dismal (NCEE 1983). The report was very blunt and simple to read and it outlined ways that the country could improve public education. It used data from various standardized exams like the Standardized Aptitude Test (SATs) and surveys to make a poignant statement. A Nation At Risk was an assessment of the American public education system that was conducted by the National Commission on Education under President Ronald Reagan’s administration. The 1983 publication of A Nation at Risk (ANAR) revealed that public education in the United States was failing talented American children. The Ebb & Flow of G & T Programming Post-Jacob Javits G&T programming is becoming an afterthought and talented children are being left behind. As the nation continues to strive to strengthen all public schools as a whole rather than focusing on the top performers, the antithesis of the Jacob Javits Act is occurring. In large school districts like New York City, this confusion in identification/the lack of funding has resulted in a decline in enrollment and a lack of diversity in the program. However, due to a combination of confusion about how to define, identify and manage giftedness, lack of funding and program mandates, the proposed vision for enriching G&T programs never fully came to fruition. What has happened to G&T programs since 1988? In the early 1990s, it was seen as an imperative aspect of the future of public education. However despite this act, gifted and talented programing is declining and nonexistent in some states across the nation. It was once such an important piece of public education that the Jacob Javits Gifted and Talented Act was passed in 1988 to monitor, preserve and improve the integrity of G&T programs. Gifted and talented programs have been a part of the American public system since the 19th century. “ The term gifted and talented student means children and youths who give evidence of higher performance capability in such areas as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the schools in order to develop such capabilities fully.” ()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |