Reading how the NCLB affects schools can be a discouraging story of the state of affairs for gifted children.
One very observant reader sent me a link to a new article right before the holidays, and it turned out to be a terrific present. Barbara noticed an article in The News Journal of Wilmington, Delaware having to do with gifted education and the effect the No Child Left Behind legislation has had on state’s efforts to provide for their gifted children.
The thesis of the article was that gifted children are so bored out of their minds in the younger grades that they do not develop the skills they need to handle more rigorous classes when they reach middle and high school. And why are gifted children bored in the younger grades? Because they are unchallenged, and have been for so long by the time they encounter a class that requires some extra effort, they have not developed the habits of mind to be successful. Consider that twenty percent of students who dropout of school are gifted children.
The stark reality and bitter irony of No Child Left Behind is that while it is achieving some success for underperforming children, there are clearly children being left behind – way behind. The academic bar is often set so low that there is no academic service for gifted children. The law forces school districts to pull most of their precious resources to fulfil the mandates of the NCLB, while average and gifted students receive little if any support.
Many states and local districts are doing the best they can; however, without federal mandate and support it is a tough road. The NCLB is being reevaluated in the near future – it is worth your time to find out more about its effects on your students and children, and let your legislators know how you feel.
