The effects of no child left behind policy on gifted education in the United States, Kansas and a midwestern suburban school

Abstract

While its intent is commendable, the No Child Left Behind Act (NCLB) has created a less than desirable learning environment for our nation‟s gifted children. NCLB has mandated all students achieve a level of proficiency by 2014, thereby, creating an environment where states, school administrators, and classroom teachers are compelled to focus on students who are functioning below a proficient level. This research assessed the effects NCLB has had on gifted education at the national, state, and local levels. Literature and data were collected and analyzed in order to summarize the effects NCLB has had on gifted students and programs including those in Kansas and one midwestern suburban school district. The most prevalent topics included funding, low prioritization of gifted education, inconsistency in gifted standards and programs, the need for differentiated curriculum, testing, and the underrepresentation of ethnic minority groups in gifted programs. The evidence supports that NCLB has had negative effects on gifted education. The conclusions and recommendations focus on encouraging, facilitating, and monitoring individual growth to ensure the advancement of all students to their highest potential.