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Terman is widely considered the founder or "father" of gifted education. He strongly influenced the theory and practice of gifted education as well as understanding gifted learners. (He later published "Genetic Studies of Genius" - detailing characteristics of gifted learners.)
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Urgency for innovation on a national level draws attention to intelligence testing
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She made many other contributions to the field of gifted education, notably shedding light on the social and emotional needs of gifted learners.
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The United States Supreme Court handed down its unanimous decision overturning provisions of the 1896 Plessy v. Ferguson decision, which had allowed for “separate but equal” public facilities, including public schools in the United States. Declaring that “separate educational facilities are inherently unequal,” the Brown v. Board decision helped end state-sponsored segregation.
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This act provided funding to improve American schools and to promote postsecondary education. The goal of the legislation was to enable the country’s educational system to meet the demands posed by national security needs. Of particular concern was increasing the United States’ ability to compete with the Soviet Union (Sputnik) in the areas of science and technology.
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The Act outlawed discrimination on the basis of race, color, religion, sex, or national origin, required equal access to public places and employment, and enforced desegregation of schools and the right to vote. It emphasized equal opportunities, including those in education.
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The Elementary and Secondary Education Act of 1965 (ESEA) was first passed by Congress as part of President Lyndon B. Johnson’s War on Poverty. This legislation provided federal funds to support public education, especially in resource-poor, low income settings. This Act also provided a way to hold schools accountable and to increase equality in education. Title V of ESEA provides specific grants for foreign language, gifted student and arts programs.
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A report to the Congress of the United States by S. P. Marland, which contains a widely known definition of giftedness of children. It was the first national report on gifted education issued encouraging schools to define giftedness broadly, along with academic and intellectual talent the definition includes leadership ability, visual and performing arts, creative or productive thinking, and psychomotor ability.
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Report of President Ronald Reagan's National Commission on Excellence in Education. It reported scores of America’s brightest students and their failure to compete with international counterparts. The report included policies and practices in gifted education, raising academic standards, and promoting appropriate curriculum for gifted learners.
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This act was first passed by Congress as part of the Elementary and Secondary Education Act and was most recently reauthorized through the Every Student Succeeds Act to support the development of talent in U.S. schools. The Javits Act, which is the only federal program dedicated specifically to gifted and talented students, does not fund local gifted education programs.
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National Excellence : The Case for Developing America's Talent, issued by the U.S. Department of Education, outlines how America neglects its most talented youth. The report also makes a number of recommendations influencing the last decade of research in the field of gifted education.
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Act of Congress that reauthorized the ESEA; it included Title I provisions applying to disadvantaged students. It supported standards-based education reform and called for setting high standards, establishing measurable goals, and developing assessments in basic skills. Federal funding based on giving assessments. Definition of gifted modified again. Javits program included and expanded to include statewide grants.
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National Association for Gifted Children (NAGC) publishes national gifted education standards for teacher preparation programs and knowledge and skill standards in gifted education for all teachers.
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Legislation that revised and reauthorized the 1965 ESEA. Prior to passage of ESSA, the law was referred to by the moniker No Child Left Behind. ESSA retained the Javits Gifted and Talented Students Education Program, which was part of the prior ESEA, and added new provisions that address data collection and reporting, use of professional development funds, use of Title I funds, and computer adaptive assessments.
