Senator Chuck Grassley (R-IA) introduced bipartisan legislation to support gifted and high-ability students, especially those who are underrepresented and underserved, on April 14.
The legislation, known as the TALENT (To Aid Gifted and High-Ability Learners by Empowering the Nation’s Teachers) Act (S. 857), will:
- Require states and local districts that receive Title I funding – those that serve a high proportion of students from disadvantaged settings – to include gifted and talented and high-potential learners in their plans for using the federal funds.
- Require states to report on the performance and learning progress of gifted students on their annual state report cards.
- Take the critical step to make sure teachers, principals, and other school personnel are trained to recognize and serve gifted and high-ability students appropriately by supporting the development of best practice strategies and helping states and districts get those strategies into the hands of teachers through national dissemination efforts and professional development grants.
- Collect appropriate data on high-ability students to enable policymakers and educators to make informed decisions.
The bill is sponsored by Grassley and Sen. Bob Casey (D-PA) in the Senate. The TALENT Act is expected to be introduced in the House of Representatives by Elton Gallegly (R-CA) and Donald Payne (D-NJ).
The Belin-Blank Center applauds Sen. Grassley for his leadership on the TALENT Act and thanks him for his long-standing support of high-ability students.
Please urge your Members of Congress to cosponsor this important piece of legislation.
- Bruce Braley (1st district)
- David Loebsack (2nd district)
- Leonard Boswell (3rd district)
- Tom Latham (4th district)
- Steve King (5th district)
- Chuck Grassley (Contact him with a thank you message!)
- Tom Harkin
Outside of Iowa
Visit www.house.gov and www.senate.gov for email addresses and other contact information for your Members of Congress.
For more information about the TALENT Act, visit http://www.nagc.org/index.aspx?id=7804.