By Katie Augustyn and Ann Robinson

ENSURING that all students have the tools to succeed — particularly those who show tremendous talent and potential in the classroom — is one thing the state legislature cannot ignore.

Parents and teachers of gifted, talented children have long endured a lack of state resources and support. Indeed, gifted children typically learn at the whim of a patchwork collection of policies, programs, services and funding that vary widely from district to district.

A new report released by the National Association for Gifted Children, “The State of the States in Gifted Education,” confirms the depth of this underinvestment and the consequences.

As bad as the situation is nationwide, Connecticut is among the worst states in terms of investing in the most talented students. It still does not require school districts to provide appropriate instruction for the gifted, nor has it allocated any money for the purpose since 1991.

Although districts need information on professional development, curriculum and instruction for this population, the state Department of Education has eliminated the single position overseeing education of the gifted.

Additionally, the department significantly undercounts the number of gifted students, with recent data reflecting a mere 9,000 students statewide, far shy of the 30,000 that national estimates would indicate.

The deficiency of leadership and support translates directly to a lack of specialized investment in teachers and a lack of resources for the gifted. According to the national report, only five states require teachers to receive any advance training in educating the gifted and talented. Connecticut is not one of those states.

Despite research linking learning gains for the gifted to properly prepared teachers, the survey finds most such students spend the majority of school days in general education classrooms, where they are taught mainly by teachers who have not been trained to meet the special needs of advanced learners.

Placing such learners in these kinds of environments leads to a host of problems, ranging from underachievement to detrimental behavior. The continued, systemic neglect of this entire group of children will result ultimately in long-term negative consequences for the students, communities and the state.

Anyone who has ever worked diligently to excel knows that achieving proficiency is insufficient for attaining success. It takes commitment to the highest standards to make positive change. Continued...

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By focusing state attention and resources exclusively on helping failing students attain proficiency, Connecticut has fostered a troublesome underinvestment in the students most likely to be the next generation of innovators, discoverers and pioneers.

The time has come for state lawmakers to stop ignoring the needs of gifted students.

For starters, Connecticut needs to enforce existing regulations to make sure all gifted children are identified, regardless of the economic condition of their school districts. Every teacher instructing gifted students must have appropriate training, and the Department of Education must have a full-time position dedicated to ensuring the needs of these children are met.

As Connecticut works to meet challenges of the 21st century, an appropriate education must be a right shared by all students, including those with the highest ability.

Katie Augustyn of Westport is president of the Connecticut Association for the Gifted. E-mail: KPAugustyn@aol.com. Ann Robinson is president of the National Association for Gifted Children, 1707 L St., NW, Suite 550, Washington, D.C. 20036. E-mail: aerobinson@ualr.edu.

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