STARTING POINT

Going Going Gifted

School Administrator, September 2015


The fragile funding of instructional programs was once again brought to the fore as we put the finishing touches on this issue. A coordinator of a gifted education program in a school district recommended to us by the National Association for Gifted Children shared news that dripped with disappointment.

“Ironically,” the program coordinator told me, “I found out the second-to-the-last day of school that there will be an 18 percent cut in our gifted programming services for next year, the first intentional cut to our gifted program in 35 years.” She added a glum-faced emoticon for emphasis.

The effect on this small district in the Pacific Northwest is her reduced time to work with identified students and to consult with teachers and parents.

The point isn’t to criticize the district’s decision making but to illustrate one of the challenges those in the gifted education movement regularly face. These reports from the field are part of this month’s look at how schools are trying to meet the needs of their highest-ability learners.

I’ll also call your attention particularly to an article by William Johnson, the venerable, long-term leader of the Rockville Centre, N.Y., schools, which have effectively detracked instruction for all students for nearly two decades. His message is worth considering, too.

 

Jay P. Goldman
Editor, School Administrator
Voice: 703-875-0745
E-mail: jgoldman@aasa.org
Twitter: @JPGoldman