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CRS84640EPWpage25
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CRS*l0 departments of education and 35 local educational agencies received funds under the Special Projects Act for gifted and talented education prograns in FY 1976. Between the fiscal years 1976 and 1978, the U.S. Office of Education con- tinued to fund State and local programs and teacher training projects. Appro- priations remained level at $2,560,000 for each of these years. In addition, two
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CRS84640EPWpage17
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and talented could be discussed. Besides ‘producing an operational definition for gifted and talented, lg] the report 10/ U.S. iOffice of Education. Education of the Gifted and Talented, V. 2._ p. G-4. iU.S. .Office of Education. iEducation of the Gifted and Talented,' / v. 1. p.ixi1. l2/ .U.S. Office of Education. Education of the Gifted and Talented, V. 2. p. G-4. lg] The report defined gifted
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CRS84640EPWpage39
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CRS-l7 directors reported information on gifted and talented children using the indi- gvidual State's definition of gifted. Thus, a uniform definition resulting in comparable data among States was not applied in this survey. The third survey was of local program directors of gifted and talented education. At least two i local program directors in each State, identifiedby the State directors of gifted education, were surveyed. g In general, the three surveys highlighted the need for more program develop- ment,asystematic attempt to provide more training for existingfschool person- nel, more curriculum development, and availability of more valid instructional materials. Most respondents agreed that in teaching the gifted the pull-out or gresource room concept, where the gifted child leaves regular programs for an hour or more a day for special experiences with trained teachers, was preferred at the elementary school level. gAdvanced placement, special classes, and inde-a pendent study were preferred at the secondary school level. Most respondents expressed the need for continuous in—service training of personnel involved in ggifted and talented programs, aRespondents to the national survey expressed support for the Federal Government to play a catalytic role in gifted education by providing resources for.training, research, development, and demonstration. The majority 9f the national survey respondents wanted the Federal Government to neither passively withdraw support nor take a more active and controlling role. Respondents wanted the program decisions to be made at the local and State level, rather than at the Federal level. Parents placed greater emphasis on the need for additional special educational programs. .Administrators were
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CRS86545EPWpage11
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;secular humanist" conspiratorial organizations extending chronologically back as far as the Enlightenment or even the Renaissance, ;/ all appear to, 1/ See, for example, Blumenfeld, Samuel L. Is Public Education Necessary? and Tim LaHaye. The Battle for the Public Schools.
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CRS86545EPWpage39
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support for education in the sciences and mathematics, among other purposes, an ;§/ Congressional Record, May 12, 1976. p. 13532. l§/ House Report No. 94-1701. p. 211.
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CRS86545EPWpage29
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;religion" in legal terms. §[ §/ For discussions of these cases and related issues, see Melnick, Robert . Russell. Secularism in the Law: The Religion of Secular Humanism. Ohio Northern University Law Review, April 1981. p. 329-357; and Paul James Toscano. A Dubious Neutrality: The Establishment of Secularism in the Public Schools. Brigham Young University Law Review, 1979. p. 177-211.
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CRS86545EPWpage01
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AEIE'_rY oE j ‘, ‘MEANINGS, AND REFERENCES IN EEDEEAL‘EDUcAEIoN LEGISLATION 4 Wayne Riddle Specialist in Education Education and Public Welfare Division January 31, 1986 gfie €§%€%§fi£ i ' ” t P’breafions Q if @ :Governm.en u no '%H§f»;~;% Uni? ’ i‘ A l Kéfi ’ x%s‘<\‘°“e’ E%e;E¥€%“@‘Q$ Ave 0 2 1994} Washington Umversity Libraries St. Louis, MO 63139
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CRS86545EPWpage35
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D CRSF15h allowed by the courts.‘ Pupils have often been exempted from school requires , ments that impinge on their religious beliefs.i Further, under provisions of . "The Equal Access Act." title VIII of P.L. 98-377, public secondary schools in districts receiving Federal assistance must provide equal access to school 0 facilities by student religious groups during non
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CRS83557EPWpage21
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of a district's Federal funding was at stake if it were found not to be in compliance with the title. 2/ For a review of current legislative action, see U.S. Library of Congress. Congressional Research Service. Emergency School Aid Act: Deseg- regation Aid Considered by the 98th Congress. Issue Brief No. lB83094, by Jim Stedman, May 31, 1983 (updated regularly). Washington, 1983. Litigation
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CRS83557EPWpage09
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of the Civil Rights Act of 1964 (prohibiting discrimination on the basis of race, color or national origin in federally-financed programs), or a voluntary effort to desegregate. CONSOLIDATION OF ESAA 0 Under provisions of chapter 2 of the Education Consolidation and Improve- ment Act (ECIA) of 1981 (title V, subtitle D of the Omnibus Budget Reconcilia- - tion Act of l98l, P.L. 97-35), the authorizations
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