65FR37230 Jacob K. Javits Gifted and Talented Education Program: National Research and Development Center
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Posting-number: Volume 65, Issue 114, Page 37230
[Federal Register: June 13, 2000 (Volume 65, Number 114)]
[Notices]
[Page 37230-37232]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr13jn00-119]
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DEPARTMENT OF EDUCATION
Jacob K. Javits Gifted and Talented Education Program: National
Research and Development Center
AGENCY: Office of Educational Research and Improvement, Department of
Education.
ACTION: Notice of final priority.
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SUMMARY: The Assistant Secretary for the Office of Educational Research
and Improvement (OERI) announces a final priority under the Jacob K.
Javits Gifted and Talented Education Program--National Research and
Development Center (Center). The Assistant Secretary will use this
priority for the Center competition in fiscal year (FY) 2000. This
priority focuses on research to obtain a better understanding of the
reasons for the under-representation of students from some minority
groups among top performing students, and on analyzing national data
sets to better understand the educational status of and opportunities
for gifted and talented, high-achieving or high ability students in the
United States.
EFFECTIVE DATE: This priority is effective July 13, 2000.
FOR FURTHER INFORMATION CONTACT: Beverly Coleman, U.S. Department of
Education, 555 New Jersey Avenue, NW., room 611A, Washington, DC 20202-
5521. Telephone: (202) 219-2280. If you use a telecommunications device
for the deaf (TDD), you may call the Federal Information Relay Service
(FIRS) at 1-800-877-8339.
[[Page 37231]]
Individuals with disabilities may obtain this document in an
alternate format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact person listed in the preceding
paragraph.
SUPPLEMENTARY INFORMATION: OERI administers the Jacob K. Javits Gifted
and Talented Students Education Act of 1994 (Javits Act), which is
authorized under Part B of Title X of the Elementary and Secondary
Education Act (ESEA) (20 U.S.C 8031 et seq.). The purposes of the
Javits Act are (1) to support a coordinated program of research,
demonstration projects, personnel training, and similar activities
designed to build a nationwide capability in elementary and secondary
schools to meet the special educational needs of gifted and talented
students; (2) to encourage rich and challenging curricula for all
students through the appropriate application and adaptation of
materials and instructional methods used with gifted and talented
students; and (3) to supplement and make more effective the expenditure
of State and local funds devoted to gifted and talented students.
The Secretary is authorized, under the Javits Act, to create a
national research center to carry out: (1) Research on methods and
techniques for identifying and teaching gifted and talented students,
and for using gifted and talented education programs and methods to
serve all students; and (2) program evaluations, surveys, and the
collection, analysis, and development of information needed to
accomplish the purposes of the Act.
The Javits Act gives the highest priority to: (1) Identifying and
serving gifted and talented students who may not be identified and
served through traditional assessment methods (including economically
disadvantaged, individuals of limited-English proficiency, and
individuals with disabilities); and (2) programs and projects designed
to develop or improve the capability of schools in an entire State or
region of the Nation through the cooperative efforts of State and local
educational agencies, institutions of higher education, and other
public and private agencies.
There continues to be significant under-representation of some
minority groups among top-performing students across the nation. In one
national sample, only ten percent of top performing students are
African-American, Latino, or Native American, even though they make up
about 30 percent of the population. More research is needed to better
understand the reasons for these gaps in achievement among top-
performing students, and on methods for overcoming these gaps.
In addition, important information on gifted and talented high-
ability and high achieving students is contained in a number of
national and international studies. These include the National
Education Longitudinal Study (NELS), the Early Childhood Longitudinal
Study, and the National Assessment of Educational Progress (NAEP), and
the Third International Mathematics and Science Study (TIMSS), among
others. In most cases, secondary analyses of these studies have not
been conducted to examine the status of educational opportunities for
gifted and talented, high-ability, and high-achieving students in the
United States.
The Assistant Secretary for the Office of Educational Research and
Improvement published a notice of proposed priority for this program in
the Federal Register on March 27, 2000 (65 FR 16290). There are no
differences between the notice of proposed priority and this notice of
final priority.
Analysis of Comments and Changes
In response to the Assistant Secretary's invitation in the notice
of proposed priority, four parties submitted comments on the proposed
priority. An analysis of the comments and of the changes in the
priority since publication of the notice of proposed priority follows:
Comment: Three commenters said that this priority was too narrow
and limited and did not address the major unmet needs now facing the
field of educating gifted students. They suggested other areas such as
curriculum development, cognitive processes, the role of families in
talent development, personnel preparation, program evaluation, gifted
students with disabilities, gifted girls and women, and early
recognition and cultivation of talent.
Discussion: We agree that there are many areas in gifted and
talented education that would benefit from more research knowledge. The
resources available under this program, however, are not sufficient to
address all those needs adequately. In light of these circumstances, we
have concluded that targeting the available resources on a few issues
that are high priorities for the nation is the best way to create a
body of work that will move the field forward. A central mission of the
Javits Program is to increase the participation of under-represented
groups in advanced educational opportunities. This issue is of the
highest national interest.
Changes: None.
Comment: Three commenters questioned the use of national and
international databases to provide substantive information on gifted
and talented student populations.
Discussion: We agree that national data collections cannot provide
all of the answers concerning the educational needs of gifted and
talented students. However, the field of gifted and talented education
lacks some very basic information that these national and international
studies can provide. For example, how many students are served in
gifted and talented program nationwide? What is the ethnic and racial
composition of the students in gifted and talented programs? What
happens to children who start school two or more years ahead of their
peers in reading or mathematics? What opportunities optimize their
educational achievement? What preschool experiences and parental styles
contribute to fully developing the talents of students? Why are there
achievement differences between top performing students in this country
and in others?
The authorizing statute for the Javits program states that the
Center carries out research and evaluation activities funded by this
program. Therefore, we believe that some portion of the work done by
the Center should be directed to analyzing existing national studies so
that we have better information on the educational needs of gifted and
talented students.
Changes: None.
Comment: One commenter said that a priority is to put into practice
knowledge of exemplary practices, through a technical assistance
center.
Discussion: We agree that it is important to translate knowledge of
exemplary strategies into practice and to provide technical assistance
in this area. As such, we are considering pursuing this goal in the
future with funds from another part of that Javits Program. We believe
that the funds available for the research center are limited and should
remain focused on basic and applied research and evaluation in gifted
and talented education.
Changes: None.
Comment: One commenter wrote in full support of the priority. The
commenter reiterated the importance of focusing the research agenda on
the educational needs of the growing number of underrepresented low-
income and minority students with great potential.
Changes: None.
[[Page 37232]]
Note: This notice does not solicit applications. A notice
inviting applications under this competition is published elsewhere
in this issue of the Federal Register.
Priority
Under 34 CFR 75.105(c)(3) the Secretary gives an absolute
preference to applications that meet the following priority. The
Secretary will fund under this competition only one application that
meets this absolute priority.
Priority--Research on Gifted and Talented Students
The Secretary will only fund a Center application that proposes to
carry out the following activities--
(a) Conducts a coherent and sustained program of research that:
(1) Investigates the causes for disparities in achievement at the
highest levels of performance among various racial and ethnic groups;
(2) Studies models for increasing the proportion of
underrepresented students performing at the highest levels; and
(3) Generates findings and applications that build the capacity of
teachers and schools to improve the performance of under-represented
students.
(b) Informs the research carried out under paragraph (a) by
conducting analyses of existing national and international databases to
determine what is known about the opportunities available to, and
educational outcomes of gifted and talented, high achieving or high
ability students from these studies. Special attention would be given
to studies that provide analyses that:
(1) Lead to a better understanding of what contributes to the
educational achievement of these students, disaggregated by socio-
economic status and race;
(2) Frame questions not yet being asked that will guide future
discussion and inquiry;
(3) Propose new approaches to enduring problems; and
(4) Influence discussion of subsequent research, practice, and
policy activities.
(c) Reserves five percent of each budget period's funds to support
activities that fall within the Center's priority area, are designed
and mutually agreed to by the Center and OERI, and enhance OERI's
ability to carry out its mission. These activities may include
developing research agenda, conducting research projects collaborating
with other federally-supported entities, and engaging in research
agenda setting and dissemination activities.
(d) Prepares, at the end of the award period, a report that
synthesizes the findings and advances in knowledge that resulted from
the Center's program of work and that describes the potential impact on
the improvement of American education, including any observable impact
to date.
Applicable Program Regulations: 34 CFR Part 700.
Program Authority: 20 U.S.C. 8034(c)
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(Catalog of Federal Domestic Assistance Number: 84.206R Jacob K.
Javits National Research and Development Center for Gifted and
Talented Education Program)
Dated: June 8, 2000.
C. Kent McGuire,
Assistant Secretary for Educational Research and Improvement.
[FR Doc. 00-14891 Filed 6-12-00; 8:45 am]
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