Marland report

Gifted and Talented children are, in fact, deprived and can suffer psychological damage and permanent impairment of their abilities to function well which is equal to or greater than the similar deprivation suffered by any other population with special needs served by the Office of Education.

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."

• The U.S. had between 1.5 and 2.5 million gifted and talented 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.
• 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.