A Nation Deceived: National and International Impact at ... · Summary • Synthesis: 50 ... “A...

Nurturing Potential Inspiring Excellence

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

The University of Iowa College of Education

Dr. Nicholas Colangelo, Director

Belin-Blank Center for Gifted EducationThe University of Iowa

A Nation Deceived: National and International Impact at Year Three

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Nation Deceived: Year Three

• Dr. Nicholas ColangeloDirector, B-BCUniversity of Iowa

• Dr. Susan AssoulineAssociate Director, B-BCUniversity of Iowa

• Dr. Miraca GrossDirector, GERRICUniversity of New South Wales

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Summary

• Synthesis: 50 years of research

‣ Robust and consistent findings

‣ Positive academic/social effects

• Discusses disconnect:

‣ Research vs practice

• New dialogue about acceleration


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A Nation Deceived: Three Years Later


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Assessing the impact

• How well known is the report?

• Has it increased knowledge about acceleration?

• Has it changed attitudes about acceleration?

• Has it changed practices in schools?

• Has it influenced policies at district and state levels?


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• TIME Magazine

• Education Weekly

• New York Times

• Washington Post

• Boston Globe

• Radio Shows

• International Media

• Endorsed by NAGC


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• 2,458,247 million hits(as of May 1, 2008)

• 95,494 downloads (as of May 1, 2008)

• 51,135 print copies(as of May 1, 2008)

• 42 keynote presentations

• www.nationdeceived.org


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http://www.nationdeceived.org



• Online survey conducted internationally from Sept. 1-Dec. 31, 2007

‣ 19 questions

‣ 1 open-ended field for comments

‣ 14 categories of respondents

• www.nationdeceived.org


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• 5,373 total respondents

‣ 3,868 U.S. respondents aware of the report

• from all 50 states and all categories

‣ 401 international respondents aware of the report

• from 43 countries and territories

‣ Afghanistan, Albania, Algeria, Australia, Brazil, Canada, Chile, China, Colombia, Czech Republic, El Salvador, France, Germany, Great Britain, Guam, Hong Kong, India, Indonesia, Ireland, Israel, Japan, Jordan, South Korea, Malaysia, Mauritius, Mexico, Netherlands, New Zealand, Norway, Peru, Philippines, Portugal, Puerto Rico, Qatar, Scotland, Singapore, Slovenia, Spain, Sudan, Taiwan, Turkey, United Arab Emirates


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Results from U.S. and International Respondents


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Impact on your own attitudes toward acceleration:

Positive impact (n=3,299)No impact (n=330)No opinion (n=185)Negative impact (n=41)No response (n=13)

85.3%

0.3%

8.5%

4.8%

1.1%

N=3,868US respondents


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Impact on your own attitudes toward acceleration:

Positive impact (n=312)No impact (n=46)No opinion (n=31)Negative impact (n=9)No response (n=3)

77.8%

0.7%

11.5%

7.7%

2.2%

N=401International respondents


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Impact on the field of gifted education:

Positive impact (n=2,981)No impact (n=474)No opinion (n=326)Negative impact (n=70)No response (n=17)

77.1%

1.8%

12.3%

8.4%

0.4%


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Impact on the field of gifted education:


70.1%

1.2%

11.0%

17.2%

0.5%



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Impact on the field of education in general:

Positive impact (n=1,955)No impact (n=1,061)No opinion (n=499)Negative impact (n=328)No response (n=25)

50.5%

0.6%

27.4%

12.9%

8.5%


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Impact on the field of education in general:


42.9%

0.5%

27.4%

22.2%

7.0%



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Impact on the training provided in Colleges of Education:

Positive impact (n=962)No impact (n=784)No opinion (n=1,798)Negative impact (n=290)No response (n=34)

46.5%

0.9%

24.9%

20.3%

7.5%


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Impact on the training provided in Colleges of Education:


43.6%

1.7%

23.2%

26.4%

5.0%



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Over time, the effect on gifted education will be:

Benchmark report (n=857)Positive and major (n=449)Positive but moderate (n=1,284)Positive but minimal (n=1,116)Negative influence (n=42)No response (n=120)33.2%

11.6%

22.2%

3.1%1.1%


28.9%

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Over time, the effect on gifted education will be:

Benchmark report (n=98)Positive and major (n=50)Positive but moderate (n=127)Positive but minimal (n=101)Negative influence (n=3)No response (n=22)31.7%

12.5%

24.4%

5.5%0.7%



25.2%

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How widely known is A Nation Deceived?

Well known (n=824)Not well known (n=3,005)No response (n=39)

77.7%

1.0%

21.3%


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How widely known is A Nation Deceived?

Well known (n=64)Not well known (n=328)No response (n=9)

81.8%

2.2%

16.0%



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Acceleration policies written or revised as a result of A Nation Deceived?

Yes (n=615)No (n=1,482)Don’t know (n=1,704)No response (n=67)38.3%

15.9%

1.7%


44.1%

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Acceleration policies written or revised as a result of A Nation Deceived?

Yes (n=40)No (n=156)Don’t know (n=198)No response (n=7)38.9%

10.0%

1.7%



49.4%

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Additional Indicators


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• 23 journal citations

• 13 book citations

• 4 dissertation citations

• References in multiple state acceleration policies

• References in newsletters, state publications

• Text in multiple courses

• Personal communication: emails and phone calls

• 2,607 comments from participants on survey


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Written Comments


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“By using this excellent reference/guidance, school systems can discuss options readily available...”

State Dept. of Education official from Georgia


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“This report directly influenced the state of Ohio in mandating every public school district to adopt an Acceleration Policy… The state's Model Acceleration Policy included exact language from the report…”

GT teacher/coordinator from Ohio


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“… the administrators I have worked with for a very long time are only now willing to agree to grade level or subject area acceleration because I handed them a copy of that book 3 years ago.”

GT teacher/coordinator from New York


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“The Alabama State Dept. of Education has revised the administrative code ... regarding acceleration. This is a testament to the power of Nation Deceived!”

College of Education member from Alabama


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“Nation Deceived is also inspiring a number of research projects in our region. Schools ... are talking about acceleration more often and in new, positive ways.”

College of Education member from Canada


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“A Nation Deceived was an invaluable document to obtain a grade skip for my son. This acceleration has been an undoubted success, but may not have happened without it.”

Parent from Australia


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“This initiative should become global! Gifted students need the support in all different countries, in all different languages!”

Community professional from El Salvador


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“(My daughter) was the first child in more than 50 years of history in the school to ever get accelerated. Showing the report ... provided the right information to convince them.”

Parent from Canada


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“The report motivated researchers to investigate the trustworthiness and credibility of acceleration.”

Teacher from Jordan


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“I am 12 years old and was grade skipped in Year 1. Grade skipping helped me to release myself and do a lot more - I could be me.”

Student in Australia


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Survey Results

• Available at www.nationdeceived.org


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Ongoing Impact


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• Research director: Professor David F. Lohman

• IRPA’s mission:

‣ Provide research on acceleration

‣ Act as a clearinghouse for information

‣ Serve as a resource for K-12 schools

• www.accelerationinstitute.org

Institute for Research and Policy on Acceleration

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http://www.accelerationinstitute.org

http://www.accelerationinstitute.org

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