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Chapter III: Nurturing Potential Talent in a Diverse Population

In passing the Jacob K. Javits Gifted and Talented Students Education Act of 1988 (P.L. 100-297), Congress declared that youngsters with talent are found in all cultural groups, across all economic strata , and in all areas of human endeavor. The Act authorized the U.S. Department of Education to fund grants and provide leadership in the education of the gifted and talented. The legislation required that at least one half of the awards each year include projects aimed at serving gifted and talented students from impoverished backgrounds and that priority be given to projects that serve youngsters with limited English skills or who are disabled or are at-risk of being unrecognized and underserved. P.L. 100-297 reaffirmed the truism that in every population on any given characteristic there is a range of potential, ability, and achievement, and that there are some individuals at the high end. It supports the notion that among the poor and minority populations, there are students with potential for superior or outstanding achievement who are in environments where this potential may not be nurtured or even recognized. Along with the acknowledgment that talent potential exists in all segments of America's diverse population, there has been growing acceptance of the concept of the existence of a diversity of talents that can and must be identified and nurtured. The traditional view of giftedness consisting only of high intelligence as measured by a standardized test is no longer held as tenaciously as in the past. These developments are accompanied by the reemergence of a number of issues that have persisted through the years in connection with efforts to identify and nurture talents of America's children and youth. Foremost among them is the perennial issue of equity and