Promoting Advanced Achievement in Massachusetts’ Schools - Issue Brief (12/31/02)

 

Statement

In the 1993 landmark federal report, “National Excellence: A Case for Developing America’s Talent,” the U.S. Department of Education found that compared with other industrialized countries “our top-performing students are undistinguished at best and poor at worst…” and that American students “are offered a less rigorous curriculum… and enter the work force or postsecondary education less well prepared” (US DOE, 1993).  In Massachusetts “the education of high-achieving students does not appear to be a priority in most districts” (MA DOE, 2002).  A 1998 “national survey ranked Massachusetts 48th among the 50 states in both the percentage of public schools offering gifted programs, and in the percentage of public school students participating in them” (Boston Globe,  4/21/98).  As we enter 2003, Massachusetts is:

  • 1 of only 5 states in the nation without a state definition of gifted;
  • 1 of only 8 that doesn’t mandate identification of gifted students (Swanson, 2002);
  • And as of last summer, one without any budget for academically advanced education.

 

Inquiries at the Mass. Association for Gifted Education highlight the concerns these deficiencies cause.  Families contemplating a move to the state are surprised and deterred by the lack of support for academically advanced students; families who live in state are choosing private schools, home schooling, or moving out of Massachusetts to accommodate their gifted children.  Massachusetts must provide an appropriate education for all of its students, including its most capable, if we are to foster excellence in public education and if we are to attract and maintain the highly educated population our economy requires.   

 

Background

The Massachusetts DOE defines Academically Advanced students as those who have: scored > 3 standard deviations above the norms on standardized tests: demonstrated the capability of performing > 2 years beyond their age; or scored > average college bound juniors on the SAT’s before the age of 13 (MA DOE, 2002).  These advanced students (currently estimated at 75,000 in our state) are as different from the norm and need just as much curriculum modification as those who have severe learning difficulties.  In previous years, we had allocated a small amount ($2.5 million) to district grants, AP programs and a dual-enrollment program to serve these students.  Now even this is gone.   In contrast, Maine provides identification, programming and college classes and many other states invest more resources (e.g. Louisiana: $32 million, Oklahoma: $70 million, Georgia: $113 million).

 

Key Constituencies

There are two widely-held misconceptions about gifted education: that providing special services for academically advanced students is somehow elitist; and that high-end learners will do just fine no matter what.  These perceptions defy both common experience and research findings (Winner, 1997).  The following support research-based gifted education:

1.        The Massachusetts Association for Gifted Education (MAGE) representing the estimated 75,000 Gifted & Talented students in the state;

2.       The Advisory Council on Gifted Education appointed by the Massachusetts Board of Education;

3.       Various Representatives and Senators who have expressed their support.

 

Recommended Position for the Romney-Healy Administration

In order to improve both the Commonwealth’s educational system and its reputation among states in serving our nation’s most promising students, we recommend that the Romney-Healey Administration support identification of gifted students, district accountability for the progress of highly capable students, DOE staffing, professional development, licensed specialists, and options beyond the standard district classrooms.

 

Recommended Practices

Research, literature, and practices implemented in other states suggest the following: 

  1. Accountability – identification, services, and measures of achievement and progress;
  2. Funds for DOE support staff;
  3. Professional development for all educators and licensed specialists;
  4. Acceleration, differentiated instruction and cluster grouping;
  5. Dissemination and expansion of model curricula and programs;
  6. Dual enrollment, distance learning, alternative schools, and the International Baccalaureate programs.

 

Talking Points

Promoting excellence in achievement:

  • Furthers the Commonwealth's 1993 Education Reform Act goal to provide "a public education system of sufficient quality to extend to all children the opportunity to reach their full potential;"
  • Encourages standards based on academic growth and excellence beyond proficiency

(Tomlinson, 2002);

  • Provides the curriculum modification necessary for achievement of potential for students who are capable of performing at remarkably high levels;
  • Requires limited funds to create major changes and results;
  • Makes Massachusetts’ school systems competitive with other states in attracting and maintaining families with gifted students.

 

Authors

Judy Platt - Chair, Advisory Council on Gifted Education                         (508) 877-5944      

Mark Andersen, Ph.D. – President, MA Association of Gifted Education (781) 674-0261

 

Bibliography

MA Department of Education, Promoting High Achievement, 2002.

   (http://www.doe.mass.edu/FamComm/aae.html) 

Michael Swanson, National Survey on the State Governance of K12 Gifted and Talented

   Education, 2002.  (http://giftedtn.org/tiger/)

Carol Ann Tomlinson, “Proficiency Is Not Enough,” Education Week, 11/06/02.   

Ellen Winner, Gifted Children: Myths and Realities, 1997.  

U.S. Department of Education, National Excellence: A Case for Developing

   America’s Talent, 1993.