Anyone who has a problem with this (from my proposed "Public Education" amendment):

3) Students whose academic skills competency and knowledge proficiency are measured in the aggregate minimally either two years below or two years above age-appropriate-grade-level shall be designated as Special Education students and shall receive educational funding at twice the normal rate (competency and proficiency testing shall be done when requested by a teacher, parent, or student).


... should read this (the whole article):
http://www.sengifted.org/archives/a...ed-children-and-the-evolution-of-society

QUOTE: "In the substitution of a mosaic of talents for giftedness, we have lost the entire moral dimension of giftedness. Gifted individuals, because of their greater facility with abstract reasoning, have complex inner lives, early ethical concerns, and heightened awareness of the world. As we split our understanding of the interrelated intellectual/moral/emotional structure of giftedness into many fragmented talents, we risk creating more one-sided children. And as we place too much value on performance — with competitions, media attention, external recognition and rewards — we may be inadvertently teaching gifted children that they are valued only for what they do, instead of who they are in their totality. Annemarie Roeper (1990) would say that we have forgotten the Self of the child. Yes, we have lost something precious in the bargain: our ability to perceive the morally sensitive inner world of the gifted."

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Steven A. Sylwester