The federal No Child Left Behind Act (NCLB) of 2001 promised to have all public school students at grade level in mathematics and reading by the year 2014; however, for the intellectually gifted and the academically talented students that is not an appropriate goal. To determine if the current emphasis on raising the achievement level for the struggling learners has impacted programs and services for the 40,000 identified talented and gifted (TAG) students in the state of Oregon, the author analyzed existing state test data in mathematics, reading and writing for the gifted students in a large suburban school district in Oregon, and also surveyed the district-level TAG Coordinators throughout the state. The review of the literature revealed the characteristics, the social and emotional needs, the qualities of the most effective teachers of the gifted, and the appropriate programs and services to improve the TAG students' academic growth. The findings at the district level revealed that the percentage of TAG students exceeding the grade level state standards in mathematics and reading had increased since the implementation of NCLB, but the percentage of the TAG students exceeding the standards in writing had decreased. The findings from the 68 respondents to the statewide survey showed perceived inequities in funding, TAG Coordinator qualifications, student access to programs and services, and teacher training. Finally, the author discusses the challenges of measuring student achievement using state test data, offers recommendations for improving the programs and services for the gifted students statewide and provides suggestions to continue to promote achievement and academic growth for all students.
|School:||George Fox University|
|School Location:||United States -- Oregon|
|Source:||DAI-A 68/11, Dissertation Abstracts International|
|Subjects:||Special education, Teacher education, Curricula, Teaching|
|Keywords:||Accountability, Coursework in gifted, Gifted, Gifted education, No Child Left Behind, Oregon, Teacher preparation|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be