Gifted and Talented Programs

“Excellence in education is when we do everything that we can to make sure they become everything that they can.” (Carol Tomlinson) Gifted and talented programs across the U.S. vary by design and funding when aiming for excellence in education. The majority of decisions for gifted and talented (G & T) programs are made at the state and local levels. For the purpose of this report the focus will be the state of New Jersey and its teachers’ view on the gifted and talented programs.

To begin, G & T students are defined by the Department of Education in New Jersey (NJDOE) as follows: Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their education program if they are to achieve in accordance with their capabilities. When examining this definition, two components are prominent. G & T students are not just those students who are “smart,” but are those that require their education be significantly varied from their peers. Every student has the right to an appropriate education; therefore modifications to the curriculum must be made. Furthermore, students recognized as gifted are selected through an identification process that compares them to students within their local district. The position is that ALL schools have a gifted population regardless of socio-economic status.

In addition, the NJDOE requires that all public schools have a board-approved program that makes provisions for a continual K-12 G & T student detection process. This practice must use various measures to categorize students. School districts may use test scores, grades, performance projects, intelligence tests, and parent and/or teacher recommendation. Following identification the school districts are required to develop a program that takes into consideration the standards of the National Association for Gifted Children (NAGC). The designed curricula for gifted students must address appropriate content, process, products and learning environment, according to the NJDOE. Gifted services can be organized in numerous ways. Gifted students can be instructed through accommodations made in the regular classroom, part-time special class assignment, be full-time grouping with other students with similar abilities, or a grade advancement placement. Administration and teachers must be sure to plan, maintain and evaluate the gifted program implemented in their school.
Funding for gifted and talented programs is just as varied. The federal government does not provide funding directly to school districts for G & T programs, because it is not required. Local school districts may allocate part of their budget for gifted programs.
The NCLB law, written to address students performing below proficient levels negatively effect gifted students. Funds and programs have become focused on instructing below proficient students by reassigning skilled teachers to focus on repetition and test-preparation instead of enhancing those students who are in need of acceleration.

An open-mind is necessary when discussing the advantages and disadvantages of sustaining a G & T program. It is argued that the benefits a G & T program offers a school, its students, and community are immeasurable. U.S. education proclaims that students have the right to an appropriate education that will maximize their potential. This cannot be done when students are placed in heterogeneous classrooms. Special education students learn at a diverse rate and are given education plans to assure success. G & T advocates strongly agree that schools need to address the opposite side of the learning spectrum in a similar manner. G & T students, when grouped together, help each other to grow as academically and socially, reinforce each other’s enthusiasm for learning, and feel they are free to be themselves. This allows the classroom teacher to direct instruction for accelerated students. Having a gifted program is believed to benefit the average and below average students. By extracting the higher-level students out of regular classes the other students can become leaders and achieve goals they may otherwise not strive for. A valid argument of advocates for G & T education is how a gifted program heightens the U.S.’ competitive edge in global achievement.

The counter argument strongly feels that all students are gifted and talented in their own way. It is believed all students should be heterogeneously grouped to assure that every student is exposed to the highest level of education to pursue their talents and skills to their furthest ability. The argument states that heterogeneous grouping allows students to offer each other growth. Together students honor each other’s strengths, hold one another accountable when working cooperatively, and will work to the high expectations set for them. Those who do not approve of gifted programming feel that students are separated according to their behavior and not their academic ability. For example, G & T students are recognized as good listeners and elaborate note takers. Not implementing a G & T program will help to break barriers of race, gender and socio-economic classes.

In conclusion, gifted and talented programs range vastly across the country in program design, funding and educators opinions. NJDOE and the NAGC agree that there is a need for a specialized education for this group of students to be sure all students are provided with appropriate educational opportunities in our state’s schools.