In the wake of NCLB, districts have increasingly shifted TAG resources into other areas (Beisser, 2008). One way that this has happened is through financial support. The state of Iowa requires districts to provide 25% of the funding for TAG programming, and the remaining 75% comes from the state (Iowa Department of Education, TAG FAQs). In 2010, the Iowa Department of Education, like other state departments, faced a 10% across the board cut (Iowa Department of Education, 2009-2010 Budget Cuts), and the funding level for the 2011-2012 school year remains uncertain. Despite the desire to improve financial support for TAG programming, cuts to education directly affect monies allocated to TAG students.
Additionally, personnel resources have shifted away from TAG. In the age of account...
... middle of paper ...
...ation. TAG FAQs. In Gifted and Talented. Retrieved from http://www.iowa.gov/educate/support/index.php?_m=knowledgebase&_a=view&parentcategoryid=31&pcid=0&nav=0
Iowa Department of Education. 2009-2010 Budget Cuts. In Financial Management. Retrieved from http://www.iowa.gov/educate/support/index.php?_m=knowledgebase&_a=view&parentcategoryid=175
Kulieke, M. J., Hillary, J. C., Person, D., Wagner, W., & Schnabl, M. (Fall 1999). The dilemma of gifted programming in the secondary school: One district's response. Journal of Secondary Gifted Education, 11(1), 11
Rawlins, P. (2004). Students’ perceptions of their experiences from within acceleration programs in mathematics. Australian Senior Mathematics Journal, 18 (1), 42-51.
Tylor-Wood, T. L. (June 2000). An effective mathematics and science curriculum option for secondary gifted education. Roeper Review, 22 (4), 266.
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