As expected, however, smaller counties, especially those most affected by recent recession-related budget cuts, have been unable to continue their support of programs for the gifted and talented, and have experienced the most dramatic program reductions or eliminations. Although glaring statewide inequities in wealth and community commitment to the funding of education are apparent across the spectrum of educational program efforts, nowhere are they more obvious than in the education of the gifted and talented. These inequities, compounded by the reduction in state staff and overall funding for gifted and talented education, have had a devastating effect on the provision of programs to meet the very real needs of highly able students. A brief summary of the major findings obtained from the survey of local school systems follows. Not all systems identify students throughout grades K-12.
Many systems make no specific efforts to identify minority or disadvantaged students.
Not all LEAs match their identification procedures to program features. Many LEAs indicated a need for more teacher training in the area of identification and recognition of talent. The present state of programming varies widely from a minimal level of service to provisions for full-day special programs for students. A few LEAs have a range of programs to meet the varying needs of students and to develop a range of talents. The presence, or lack, of designated personnel is reflected in the number, range, and variety of programs offered.