`
FOR IMMEDIATE RELEASE
For further information, contact
Sue Swaim, 1-800-528-NMSA
Nancy Green, 202-785-4268
September 15, 2004
EDUCATION ORGANIZATIONS CALL FOR GREATER
ATTENTION TO GIFTED LEARNERS IN MIDDLE SCHOOLS
Two of the nation’s leading education groups are calling for schools, teachers
and parents to assure that all middle school youngsters are in classrooms where “both
equity and excellence are persistent goals for each learner.”
National Middle School Association (NMSA) and the National Association for
Gifted Children (NAGC) today issued a joint position statement and call for action to
meet the needs of high-ability and high-potential learners between 10 and 15 years of
age. The statement is being sent to education and government leaders throughout the
United States.
“Our challenge is to assure that every learner has access to the highest possible
quality education and the opportunities to maximize his or her learning potential,” said
Carol Tomlinson, past president, NAGC.
“Today’s middle level schools must provide strong academic programs for all
young adolescents, including advanced learners,” said Sue Swaim, executive director,
NMSA. “Yet, these opportunities must be presented in a developmentally responsive
manner for students whose development differs at a given time.”
-more-
Page 2-2-2-2
NMSA and NACG are urging schools to implement appropriate identification,
assessment, and curriculum and instruction programs for students with advanced
abilities and/or advanced potential. Additionally, schools should build partnerships with
all adults key to these students’ development, and focus on the affective development of
these youngsters. Finally, the position statement calls for increased pre-service and inservice staff development for middle level teachers dealing with gifted students.
The position statement includes a “call to action” to ensure equity and excellence
for all learners, including those of advanced performance or potential. It suggests
specific steps for district and school leaders; teachers, gifted education specialists and
support personnel; and parents to take, including—
District and school leaders:
♦ Should provide leadership in creating a school climate that vigorously supports both
equity and excellence.
♦ Develop and implement an appropriate and flexible system for identifying high-ability
learners from diverse populations.
♦ Use organizational structures such as teaming and advisory programs to ensure that
the needs of young adolescents, including high-ability young adolescents, are central
in instructional planning.
-more-
Page 3-3-3-3
Teachers, gifted education specialists, and support personnel:
♦ Meet regularly to discuss the needs of all students, including those with high ability.
♦ Use a variety of developmentally appropriate instructional practices to enable each
student to experience a high degree of personal excellence.
♦ Collaborate with colleagues at the elementary and high school levels to ensure a
smooth transition as students progress throughout the grades.
Parents
♦ Understand and contribute to the district’s plan for identifying and serving high-ability
learners.
♦ Help their children take appropriate responsibility for their own learning and develop
related skills and attitudes of responsible independence.
♦ Be their children’s best advocate.
Copies of the position statement can be found on both associations’ Web sites,
www.nmsa.org, or www.nagc.org.
NMSA is the nation’s largest professional association focusing specifically on the
education of young adolescents (10- to 15-year-olds). Its 31,000 members include
middle level teachers, principals, school administrators, parents, and others dealing with
this age group.
NAGC is a non-profit organization of parents, teachers, educators, community
leaders, and other professionals who unite to address the unique needs of all children
and youth with demonstrated gifts and talents as well as those who may be able to
develop their talent potential with appropriate educational experiences.
-30-