Rationale for Funding Gifted Education

[Note: The following was prepared by Sheila Ehrich and presented to the K-12 Education Finance Committee in support of HF216 on February 26, 2001.]

Why is it important for the state of Minnesota to formally address the educational needs of gifted and talented students now?

The answers are clear and compelling.

Honor, for one. Minnesota is one of only five states which does not provide any funding, nor outline a formal identification process for its gifted and talented students, and then mandate services. As the Pioneer Press reported on February 10th, 2001, "The result is a wide range of services that vary from district to district and sometimes from school to school or even
classroom to classroom." And, it should be added, what services exist today are always in danger of being cut because of funding and the choices that districts have to make. (A copy of the Press article is included in your packet.)

To remedy two harmful myths:

1. The gifted "get it on their own."  As Steve-Schroeder-Davis so eloquently put it in his recent Pioneer Press Viewpoint, "These are children, and despite their considerable gifts. they do not possess wisdom or experience.  Research and years of experience make clear that gifted kids need guidance, support, trained teachers and appropriate services to thrive for exactly the same reasons as every other special needs population."
   
2. Gifted education is somehow "elitist."  Is a major portion of a section of every daily newspaper devoted to academic achievements?  Are a boy and girl scholar lauded regularly on TV stations across the state?  Are paid academic coaches, pepfests, award ceremonies, release time, acceleration, advanced competition, travel, trophy cases, televised tournaments, and the Metrodome or Excel Center routinely provided for them?