The Templeton Report at Age 1: A Nation Deceived Dr. Nicholas Colangelo Dr. Susan Assouline The University of Iowa Dr. Miraca Gross The University of New

The Templeton Report at Age 1: A Nation Deceived

The Templeton Report at Age 1: A Nation Deceived

Dr. Nicholas ColangeloDr. Susan Assouline

The University of Iowa

Dr. Miraca Gross The University of New South Wales

Dr. Nicholas ColangeloDr. Susan Assouline

The University of Iowa

Dr. Miraca Gross The University of New South Wales

Belin-Blank Center

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

A Nation Deceivedhttp://www.nationdeceived.orgA Nation Deceivedhttp://www.nationdeceived.org

• Time Magazine• Education Week• New York Times• Boston Globe• Radio Shows• International Media• 42 Presentations

• Time Magazine• Education Week• New York Times• Boston Globe• Radio Shows• International Media• 42 Presentations

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A Nation DeceivedA Nation Deceived

• Website:

www.NationDeceived.org

• Visits 1,046,802

• Downloads 43,985

• Print copies 34,000

• Website:

www.NationDeceived.org

• Visits 1,046,802

• Downloads 43,985

• Print copies 34,000


Belin-Blank Center

A Nation Deceived At Age 1

A Nation Deceived At Age 1

• Online Survey:– 9 Questions– 1 Open-Ended Field for Comments– Two Main Groups:

• State Education Leaders• General Population

• Online Survey:– 9 Questions– 1 Open-Ended Field for Comments– Two Main Groups:

• State Education Leaders• General Population


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NN %%

Classroom TeacherClassroom Teacher 249249 10%10%

Gifted Ed SpecialistGifted Ed Specialist 596596 23%23%

School AdministratorSchool Administrator 133133 5%5%

School PersonnelSchool Personnel 7777 3%3%

University Faculty/StaffUniversity Faculty/Staff 117117 5%5%

ParentParent 12041204 46%46%

OtherOther 221221 8%8%

TotalTotal 25972597 100%100%

General PopulationGeneral Population


Belin-Blank CenterCountry of ResidenceCountry of Residence

79%

18%2%

1%

US (n=2042)

Australia (n=474)

Other (n=60)

Canada (n=21)

N=2597N=2597

Respondents came from 30 different countries.Respondents came from 30 different countries.


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Yes, I’ve Yes, I’ve Read Both Read Both VolumesVolumes

Yes, I’ve Yes, I’ve Read Parts Read Parts

of Itof It

Yes, But Yes, But I’ve Not I’ve Not Read ItRead It NoNo

USUS

n=2039n=203923%23% 40%40% 20%20% 17%17%

InternationalInternational

n=553n=5536%6% 14%14% 22%22% 58%58%

TotalTotal

N=2592N=259219%19% 35%35% 20%20% 26%26%

Are you aware of A Nation Deceived?



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Yes, I’ve Yes, I’ve Read Both Read Both VolumesVolumes

Yes, I’ve Yes, I’ve Read Parts Read Parts

of Itof It

Yes, But Yes, But I’ve Not I’ve Not Read ItRead It NoNo

Classroom Teacher n=249Classroom Teacher n=249 9%9% 29%29% 28%28% 35%35%

Gifted Ed Specialist n=596Gifted Ed Specialist n=596 27%27% 49%49% 19%19% 6%6%

School Administrator n=133School Administrator n=133 20%20% 38%38% 17%17% 26%26%

School Personnel n=77School Personnel n=77 10%10% 34%34% 18%18% 38%38%

University Faculty/Staff n=117University Faculty/Staff n=117 29%29% 43%43% 9%9% 19%19%

Parent n=1199Parent n=1199 17%17% 29%29% 21%21% 32%32%

Other n=221Other n=221 20%20% 26%26% 17%17% 37%37%

Total N=2592Total N=2592 19%19% 35%35% 20%20% 26%26%




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The Title of the Report is:

The Title of the Report is:

86%

8%3% 3%

Accurate and Provocative(n=1496)

Unnecessarily Provocative(n=138)

Neutral (n=51)

A Different Title ShouldHave Been Used (n=55)

N=1740*N=1740*

*Respondents who said they were not aware of the report did not complete the following items.*Respondents who said they were not aware of the report did not complete the following items.


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Overall Educational Impact

Overall Educational Impact

8%

50%42%

0.3%

Considerable PositiveImpact (n=143)

Some Positive Impact(n=731)

No Noticeable Impact(n=860)

A Negative Impact (n=5)

N=1739*N=1739*


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Changing attitudes and beliefs in a positive direction regarding

acceleration?

Changing attitudes and beliefs in a positive direction regarding

acceleration?

37%41%

22%

Yes (n=648)

No (n=374)

I Don't Know (n=711)

N=1733*N=1733*


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Changing policies and procedures in a positive direction regarding

acceleration?

Changing policies and procedures in a positive direction regarding

acceleration?

20%

46%

34%

Yes (n=342)

No (n=573)

I Don't Know (n=796)

N=1711*N=1711*


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Impact On Educators Outside the Field

Impact On Educators Outside the Field

1%17%

52%

2%

28% Strong Positive Impact(n=18)Some Positive Impact(n=301)A Minimal Impact(n=890)

Negative Impact (n=33)

Don't Know (n=493)

N=1735*N=1735*


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Impact On Educators Within the Field

Impact On Educators Within the Field

28%

45%

11%

16%

Strong Positive Impact(n=494)Some Positive Impact(n=789)A Minimal Impact(n=187)Negative Impact (n=0)

Don't Know (n=271)

N=1741*N=1741*


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25%26%

48%

1%

A Major Help (n=433)

Some Help (n=831)

No Effect (n=455)

A Negative Effect (n=14)

N=1731*N=1731*

What Has the Report Done for You In Your Educational Role?What Has the Report Done for You In Your Educational Role?


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It Has It Has Been A Been A

Major HelpMajor Help

It Has It Has Been Some Been Some

HelpHelpIt Has Had It Has Had No EffectNo Effect

It Has Had It Has Had A Negative A Negative

EffectEffect

Classroom Teacher n=139Classroom Teacher n=139 18%18% 49%49% 32%32% 1%1%

Gifted Ed Specialist n=528Gifted Ed Specialist n=528 25%25% 54%54% 21%21% 0.6%0.6%

School Administrator n=91School Administrator n=91 23%23% 47%47% 26%26% 3%3%

School Personnel n=41School Personnel n=41 24%24% 49%49% 24%24% 2%2%

University Faculty/Staff n=90University Faculty/Staff n=90 37%37% 37%37% 27%27% 0%0%

Parent n=717Parent n=717 24%24% 45%45% 30%30% 0.4%0.4%

Other n=125Other n=125 30%30% 46%46% 22%22% 2%2%

Total N=1731*Total N=1731* 25%25% 48%48% 26%26% 1%1%

What Has the Report Done for You In Your Educational Role?What Has the Report Done for You In Your Educational Role?


Belin-Blank Center CommentsComments

1261 total comments

The following is a random selection of those comments:

1261 total comments

The following is a random selection of those comments:

“Well done. We have cited the report as a key item in our district’s acceleration policy/procedures and find it instrumental.”

“Well done. We have cited the report as a key item in our district’s acceleration policy/procedures and find it instrumental.”


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“The report needs more publicity.”“The report needs more publicity.”

“Keep it in the news - information needs to get out to parents and general population as well as non-gifted educators.”

“Keep it in the news - information needs to get out to parents and general population as well as non-gifted educators.”

“Parents need to hear more about this valuable report.”“Parents need to hear more about this valuable report.”

CommentsComments


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“Great resource! I’ve found it very helpful in my advocacy efforts for gifted students and as an educational resource for educators/administrators.

Many times “proof” that acceleration works is warranted by educators and the report is the perfect answer.”

“Great resource! I’ve found it very helpful in my advocacy efforts for gifted students and as an educational resource for educators/administrators.

Many times “proof” that acceleration works is warranted by educators and the report is the perfect answer.”

CommentsComments


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“In this time of everything being “research based” A Nation Deceived has supplied folks in the trenches with powerful ammunition.”

“In this time of everything being “research based” A Nation Deceived has supplied folks in the trenches with powerful ammunition.”

“As a parent, I didn’t feel so alone in my advocacy for accelerated education for my pre-teens.”

“As a parent, I didn’t feel so alone in my advocacy for accelerated education for my pre-teens.”

CommentsComments


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“The impact of the report is, unfortunately, minimal in my school district, which believes that children move in a lock-step fashion academically.”

“The impact of the report is, unfortunately, minimal in my school district, which believes that children move in a lock-step fashion academically.”

“I presented the research to our school district to help advocate for my son and heard, “Well, I’m sure there is just as much evidence against acceleration if we looked.”

“I presented the research to our school district to help advocate for my son and heard, “Well, I’m sure there is just as much evidence against acceleration if we looked.”

CommentsComments


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“In our school district we encouraged every administrator to get a copy. We used it when we began to develop our policy for subject and grade acceleration and early entrance.

I wish I could state that all are on board but that is far from true, however we do not have the level of resistance that we had three years ago.”

“In our school district we encouraged every administrator to get a copy. We used it when we began to develop our policy for subject and grade acceleration and early entrance.

I wish I could state that all are on board but that is far from true, however we do not have the level of resistance that we had three years ago.”

CommentsComments


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“This has been one of the most useful publications that I’ve used for acceleration advocacy ever!

It puts the much-researched information on acceleration in an easy to use format, yet provides more in-depth documentation for those people who require it.

I’m truly grateful for this report!!!”

“This has been one of the most useful publications that I’ve used for acceleration advocacy ever!

It puts the much-researched information on acceleration in an easy to use format, yet provides more in-depth documentation for those people who require it.

I’m truly grateful for this report!!!”

CommentsComments


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“Reading a summary of the report a year ago refueled my determination to advocate for my gifted daughter in public school.

Emboldened to take a stronger position, I was at long last able to convince school authorities to allow her to skip a grade. Thanks!”

“Reading a summary of the report a year ago refueled my determination to advocate for my gifted daughter in public school.

Emboldened to take a stronger position, I was at long last able to convince school authorities to allow her to skip a grade. Thanks!”

CommentsComments


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“Consider a translation to other languages for further dissemination to other continents/audiences.”

“Consider a translation to other languages for further dissemination to other continents/audiences.”

“It is a helpful tool for me in justifying programs needs for my gifted students.”“It is a helpful tool for me in justifying programs needs for my gifted students.”

CommentsComments


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“The report solidified my own thoughts, however, that [the report] might have been preaching to the choir. This report really needs to be read by individuals NOT in the area of gifted and talented.I want to thank you for supplying multiple copies to me…I appreciated the resource greatly.”

“The report solidified my own thoughts, however, that [the report] might have been preaching to the choir. This report really needs to be read by individuals NOT in the area of gifted and talented.I want to thank you for supplying multiple copies to me…I appreciated the resource greatly.”

CommentsComments


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“I find the subject of giftedness to be an unpopular and politically unsupported subject…I think if this report could be disseminated to more legislators who hold the purse strings and get support at the state level, there would be more trickle down support. Thank you for the report and research.”

“I find the subject of giftedness to be an unpopular and politically unsupported subject…I think if this report could be disseminated to more legislators who hold the purse strings and get support at the state level, there would be more trickle down support. Thank you for the report and research.”

CommentsComments


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“This is much needed credible information for us to use as we advocate for students’ increased learning options.”

“This is much needed credible information for us to use as we advocate for students’ increased learning options.”

“As an advocate for the gifted population, I fully support this worthwhile effort. However, in a system which doesn’t allow for acceleration of elementary students, I feel my hands are tied.”

“As an advocate for the gifted population, I fully support this worthwhile effort. However, in a system which doesn’t allow for acceleration of elementary students, I feel my hands are tied.”

CommentsComments


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“The message still needs to get out there. I don’t hear about this outside the field of gifted education.”

“The message still needs to get out there. I don’t hear about this outside the field of gifted education.”

“Since the report was published, my school district wrote a first ever acceleration policy. The report and research were invaluable in supporting the acceleration of our most gifted children. I believe that a continued ‘keep the report alive’ attitude must be adopted.”

“Since the report was published, my school district wrote a first ever acceleration policy. The report and research were invaluable in supporting the acceleration of our most gifted children. I believe that a continued ‘keep the report alive’ attitude must be adopted.”

CommentsComments


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“The evidence is there but old attitudes still prevail, even when the evidence is before them.”

“The evidence is there but old attitudes still prevail, even when the evidence is before them.”

“If you are involved in gifted education and/or a parent of a gifted child, it serves as an invaluable resource in promoting gifted education. However, it has not done much to change the philosophical opinions of school personnel/administration in my district.”

“If you are involved in gifted education and/or a parent of a gifted child, it serves as an invaluable resource in promoting gifted education. However, it has not done much to change the philosophical opinions of school personnel/administration in my district.”

CommentsComments


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“You have made a significant contribution and need to continue spreading the word. It is only through sound research that we will convince ‘unknowing’ educators of the importance of differentiation, which includes acceleration, for our gifted and talented youth. Thanks!”

“You have made a significant contribution and need to continue spreading the word. It is only through sound research that we will convince ‘unknowing’ educators of the importance of differentiation, which includes acceleration, for our gifted and talented youth. Thanks!”

CommentsComments


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“This report was an excellent compilation of the existing research and best practices concerning acceleration. Most educators are not aware of the actual research and often rely on rumors, word of mouth, or some sort of ‘gut’ feeling. A Nation Deceived puts it all in order. This is one of those milestones of gifted education.

“This report was an excellent compilation of the existing research and best practices concerning acceleration. Most educators are not aware of the actual research and often rely on rumors, word of mouth, or some sort of ‘gut’ feeling. A Nation Deceived puts it all in order. This is one of those milestones of gifted education.

CommentsComments

Documents

The Templeton Report at Age 1: A Nation Deceived Dr. Nicholas Colangelo Dr. Susan Assouline The University of Iowa Dr. Miraca Gross The University of New