Georgia DOE Update

The “State of the State” in Gifted Education

Dr. Sally KriselGAGC ConferenceAthens, GeorgiaMarch 11, 2005

Let’s Look at Numbers: Enrollment

1996 -- 59,806

1997 -- 67,407 (+13%)

1998 -- 73,534 (+9%)

1999 -- 81,042 (+10%)

2000 -- 89,182 (+10%)

2001 -- 95,524 (+7%)

2002 -- 98,251 (+3%)

2003 -- 104,673 (+7%)

2004 -- 106,596 (+2%)

78% increase in the gifted population in seven years (4.5 to 7% of K-12 population)

Total K-12 enrollment has increased by about 15% during that time period.

Students Identified as Gifted

Gifted Program Participation by Ethnic Group Since Implementation

of Multiple-Criteria Rule

1996 2004 (% growth)

White 51,022 79,803 (+56%)

Black 5813 16,210 (+179%)

Asian 2093 5916 (+183%)

Hispanic 432 2340 (+442%)

American Indian 80 161 (+101%)

Multi-Racial 366 2166 (+492%)

Population Percentages By Ethnic Group

0102030405060708090

1996Total

1996Gifted

2004Total

2004Gifted

WhiteBlackHispanicAsian

Population Percentages By Ethnic Group

0102030405060708090

1996Total

1996Gifted

2004Total

2004Gifted

WhiteBlackHispanicAsian

General and gifted populations are more similar.

Population Percentages By Ethnic Group

0102030405060708090

1996Total

1996Gifted

2004Total

2004Gifted

WhiteBlackHispanicAsian

Our schools have become MUCH more diverse!

Let’s Look at Numbers: Enrollment

2001 -- 95,524 (+7%)

2002 -- 98,251 (+3%)

2003 -- 104,673 (+7%)

2004 -- 106,596 (+2%)A closer look at changes in the last year

Students Identified as Gifted

Gifted Program Participation by Ethnic Group, 1-Yr Growth

2003 2004 (% growth)

White 79,492 79,803 (+.4%)

Black 15,880 16,210 (+2%)

Asian 5413 5916 (+9%)

Hispanic 1817 2340 (+29%)

American Indian 143 161 (+13%)

Multi-Racial 1560 2166 (+39%)

Our On-Going Challenge

How might we (HMW) maintain overall low growth rates of the gifted population while . . .

. . . continuing to search diligently for gifted students in underrepresented populations, particularly those who are linguistically and culturally different?

HMW best use a variety of assessment tools . . .

. . . in ways that are sensitive to cultural and individual differences . . .. . . while maintaining consistently high standards (both flexibility AND rigor)?. . . to document a variety of advanced curriculum needs?

HMW focus less on identifying STUDENTS and more on identifying NEEDS?

Can we use comprehensive evaluation and programming options to provide challenging curriculum for more students, regardless of gifted program eligibility status?

Let’s Look at Numbers: Money

Fiscal Year 1998:

$70 million

Fiscal Year 2005:

$155 million

(The largest Gifted Education

budget in the

country!)

Statewide Gifted Education Allotment

Legislative Actions

Further austerity cuts appear unlikely.

Continuation of flexible spending across QBE funding categories likely

Inclusion of Gifted Education in use of a system average maximum class size (to be set by the SBOE)

Flexible Spending Across Funding Categories

LEAs can reduce services to gifted students only if they’re providing more than the minimum that is required by SBOE Rule: at least five segments a week (or the annual equivalent) of gifted program instruction, using approved delivery models.

FY 2005 FTE Weights

Kindergarten 1.6377 ($3868)

Primary Grades (1-3) 1.2755 ($3012)

Upper Elem Grades (4-5) 1.0283 ($2428)

Middle Grades (6-8) 1.0127 ($2392)

Grades 9-12 1.0000 ($2362)

Spec.Ed VI (Gifted) 1.6477 ($3891)

Our Job?

Be at the table!Understand how FTE funding is earned and how it can be used.Check your FTE reports.Ensure program quality and integrity.Effectively communicate program impact (“Visible Effectiveness”).Cultivate advocates.

OPPORTUNITY: Statewide emphasis on curriculum

development

Use roll-out of GPS to learn about elements of quality curriculum, focus on alignment and rigor of Gifted Program curriculum. (Expertise and concern for gifted students throughout DOE)

OPPORTUNITY: Form partnerships with NCLB

initiatives.

Use . . . Title I funds for a gifted-

endorsed Talent Development Specialist;

Title II funds to provide training to enable teachers to address the needs of gifted students;

Title V funds for innovative assistance programs to “provide for the educational needs of gifted and talented children."

OPPORTUNITY: Emphasize the role of gifted programming

in the development of America’s

“pipeline of talent.”

Capitalize on national and state emphasis on increasing enrollment in AP courses.Explore GA Virtual High School.

OPPORTUNITY: Enhance gifted programming through federal

grants.

Javits Grants – Javits, the only federal program dedicated specifically to gifted and talented students, funds research and demonstration projects.http://www.ed.gov/programs/javits/index.html

21st Century Community Learning Centers – After-school academic enrichment for

students in high-poverty schools; broad array of supplemental services for students and families

ConclusionsGeorgia continues to be a national leader in the field of Gifted Education.Look what you’ve accomplished – at the state level, locally, for individuals!GA’s Gifted Education “family” is the most talented and dedicated group of individuals in the world!The best is yet to come!

WE HAVE STOOD ON THE SHOULDERS OF GIANTS!

Dr. Mary M. Frasier

ScholarTeacherMentorFriend

May 17, 1938 – February 3, 2005

Next GAGC Newsletter will feature the life and work of Dr. Frasier.

Dr. Mary M. Frasier Memorial Fund 505 Sandstone Drive Athens , GA 30605