Marland report

The Marland report, officially Education of the Gifted and Talented: Report to Congress, is a 1972 report to the

National efforts to increase the availability of a variety of appropriate instructional and out-of-school provisions must be a high priority since research indicates that many of the emotional or social difficulties gifted students experience disappear when their educational climates are adapted to their level and pace of learning." [emphasis added][1]

The other summary conclusions in the Marland Report are as follows:

• The U.S. had between 1.5 and 2.5 million gifted and talented (GT) students, and only a small fraction received appropriate educational services.
• Federal, state, and local authorities considered differentiated education for these students to be a low priority.
• The existing legislation in 21 states was largely ineffective.
• Funding, various crises, and personnel shortages undermined GT services.
• Identification of GT students was hampered not only by testing costs, but by both apathy and hostility among teachers, administrators, guidance counselors and psychologists.
• Services for GT students inherently serve disadvantaged populations (with the implication that GT incidence is universal).
• Effective, measurable means of serving GT students were in existence.
• State and local education agencies looked to the Federal government for leadership.
• The Federal role in the delivery of GT services was virtually non-existent.

Regarding the final point, after nearly five decades, the Federal government's stance is unchanged, allocating 0.02% of its

• Marland, S. P., Jr. (1972). Education of the Gifted and Talented: Report to the Congress of the United States by the U.S. Commissioner of Education and Background Papers Submitted to the U.S. Office of Education, 2 vols. Washington, DC: U.S. Government Printing Office. (Government Documents Y4.L 11/2: G36)
• Callahan, Carolyn M.; Hertberg-Davis, Holly L., eds. (21 August 2012). Fundamentals of Gifted Education: Considering Multiple Perspectives. Routledge.
  ISBN 978-0-415-88151-7
  .
• Horowitz, Frances Degen;
  ISBN 978-1-4338-0414-4
  .