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Every educator engages in effective professional learning every day so that every student achieves.


CORE Education

October Issue Brief: Meeting the Needs of the Gifted Learner

Thomas Fordham Institute
Schools have long failed to cultivate the innate talents of many of their young people, particularly high-ability girls and boys from disadvantaged and minority backgrounds. This failure harms the economy, widens income gaps, arrests upward mobility, and exacerbates civic decay and political division.
A new AEI paper argues that gifted students are often left out of education reform conversations. In the $59.8 billion 2015 federal education budget, one dollar was spent on gifted and talented education for every $500,000 spent on everything else.
Real Clear Education
Opportunity Culture models are aimed at improving the quality of education by extending the reach of excellent teachers and their teams.The movement focuses on a new approach called Multi-Classroom Leadership.
An article written for the Wall Street Journal asks if we are missing out on equity for gifted students (including disadvantaged gifted students) by not doing enough to encourage them to achieve more.
NA for Gifted Children
A recent survey released some surprising information on the (sometimes inadequate) plans, laws, and services in place for gifted and talented children across the United States and illuminates the work that still needs to be done.
Thomas Fordham Institute
No Child Left Behind meant well, but it had a pernicious flaw: It created strong incentives for schools to focus all their energy on helping low-performing students get over a modest “proficiency� bar. Meanwhile, it ignored the educational needs of high achievers.