Programs for Gifted Students Ornstein, Allan C. Pushing the Envelope. “Programs for Gifted Students.” Pp New York: The Free Press, Thomas L. Sewell for EDUC761: Dr. Sliger, Spring, 2004

Commitment to Gifted Programs State or local board of education provides funding and eligibility criteria. State or local board of education provides funding and eligibility criteria. Most programs came about during the 1950’s and 1960’s. Most programs came about during the 1950’s and 1960’s. No federal requirements No federal requirements Federal funding is through the limited Javits Gifted and Talented Students Education Act. Federal funding is through the limited Javits Gifted and Talented Students Education Act. Annual funding is about million to states as grants. Annual funding is about million to states as grants.

Gifted and Talented Criteria In most talented and gifted programs the criteria in general is 128 plus IQ. In most talented and gifted programs the criteria in general is 128 plus IQ. In Georgia the following: In Georgia the following: Mental abilities (IQ) Mental abilities (IQ) Multiple criteria (Achievement, products, talents) Multiple criteria (Achievement, products, talents)

Why the Need 15 to 20% drop out of high school 15 to 20% drop out of high school High potentials in science, medicine and technology= society needs. High potentials in science, medicine and technology= society needs. Leadership abilities. Leadership abilities. Lack of challenge in the general classroom. Lack of challenge in the general classroom. Students need peers with similar interest. Students need peers with similar interest.

Views Progressives: view the programs as unnecessary, elitist, or putting too much pressure on students. Progressives: view the programs as unnecessary, elitist, or putting too much pressure on students. Essentialists: beefs up the curriculum and good for the community. Essentialists: beefs up the curriculum and good for the community.

Why can’t we just do it for all students? Teachers need to stress higher-order thinking for all students. Teachers need to stress higher-order thinking for all students. Teachers prefer linear thinkers, listen and please the teacher. Teachers prefer linear thinkers, listen and please the teacher. Sequential models of teaching. Sequential models of teaching. Lack of self confidence to teach creative and divergent thinkers. Lack of self confidence to teach creative and divergent thinkers.

Current Trends Howard Gardner, Robert Sternberg, and Joseph Renzulli. Howard Gardner, Robert Sternberg, and Joseph Renzulli. Reform models to integrate advanced learning and high-order thinking programs into the general curriculum. Reform models to integrate advanced learning and high-order thinking programs into the general curriculum. Democratic ideas that accommodate a wider range of differences in the general school population. Democratic ideas that accommodate a wider range of differences in the general school population.

Is the Issue School Diversity? Orchestra Orchestra Theater Theater Basketball Basketball Chess and Math teams Chess and Math teams Lacrosse Lacrosse Chorus Chorus

Georgia Criteria