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Abstract
The study described the current status of public school gifted programs in a sample of 151 school districts in the State of Nebraska. The purpose of the research was to identify and describe program provisions for gifted and talented students in Nebraska based on the use of a gifted program evalution model and a review of the related literature.
The survey instrument collected information from 151 program coordinators, superintendents or principals. Respondents rated the extent of gifted program design, implementation and evaluation practices. Additional questions covered identification, curriculum, human and material resources, program prototypes and other requirements deemed necessary characteristics of gifted programs. The total number of identified gifted students in the 151 reporting districts was 20,860. One hundred sixteen (77 percent) of the school districts had elementary 1-6 programs, 73 districts (48 percent) had programs in grades 7-8, and 60 districts (40 percent) had secondary 9-12 programs. Multiple methods of identification were used in 97 percent of the districts.
Major organizational structures were enrichment in the regular classroom, independent study, extra-curricular school offerings and individual counseling. Least used structures were alternative schools and advanced placement.
Major differentiated curricula across all grades were language arts, science, mathematics, computer education and creativity. Ranking lowest in the elementary programs were foreign language and leadership. At the middle school and high school levels the least offered curricula were visual and performing arts, leadership and foreign language.
Fifty percent of the district-level gifted program respondents anticipated that the gifted program in their district would be expanded throughout the 1980's. Survey results indicate that gifted programs in Nebraska are implemented in most larger class schools despite changing school and financial conditions. Critical issues derived from the study focus on the need for increased financial resources, staff development activities and the need for educators to become more proficient in gifted program evaluation practices.
