The Implications of NCLB for Gifted Education: One District's Story

Abstract

ABSTRACT This dissertation addresses the question of what implications, if any, has implementing NCLB as mandated had on gifted students in one district. The purpose of this study is to determine 1.) How has a district responded to gifted and high-achieving students within the boundaries of post-NCLB curriculum? 2.) How have teachers responded to gifted and high-achieving students within the boundaries of the post - NCLB curriculum? Data for this study comes from one large, Midwestern suburban school district. Current literature evaluating the success of NCLB legislation has identified unintended consequences due to implementation: curriculum narrowing, high-stakes testing & accountability, and reallocation of limited resources. Within the current body of existing literature is the identification of an excellence gap for gifted and high-achieving students. Because NCLB mandates yearly assessments in reading and mathematics, there is pressure on districts to report scores to the public. This pressure inadvertently creates situations in which test preparation and extra instruction in reading and mathematics are a larger focus than non-tested subjects; this focus may potentially be narrowing curriculum for gifted students. Additionally, because assessments are expensive to implement, limited resources must be reallocated in order to support portions of NCLB requirements. Using qualitative data from interviews along with quantitative data, this study sheds light on curriculum narrowing, high-stakes testing & accountability and reallocation of limited resources and the role of each in gifted education. Key findings indicate there is no significant effect on gifted students in this district. Though there is some evidence of curriculum narrowing, high-stakes testing & accountability pressure and limited resource reallocation, stronger evidence is needed for significant results to surface.