Educating the Intellectually Gifted

Abstract

Once again, as in the early 1960s, the quality of the American public school system is under attack on a massive scale. Recent studies and reports have detailed the blandness, mediocrity, and sameness that exists in many of the nation's schools at all levels.' Critics have also pointed to the apparent superior nature of the educational systems of other nations such as Japan, and the threat it poses to America's present and future leadership role in the world.