BILL NUMBER: S4278

SPONSOR: STAVISKY
 
TITLE OF BILL:

An act to amend the education law, in relation to school districts
screening for gifted and talented students

 
PURPOSE:

To ensure that all students are screened for gifted and talented student
programming in order to benefit from the resources offered by their
schools.

 
SUMMARY OF PROVISIONS:

Section I of the bill amends section 305 of the education law by adding
a new subdivision 57 to require the commissioner to require all school
districts to screen for gifted and talented students prior to entering
third grade. Notice of such screening will be provided to the parent or
guardian of each student, shall be printed in a clear and conspicuous
              

manner, and shall describe the screening methods. The parent or guardian
will be given the opportunity to opt out of the screening by checking
the box "do not screen my child."

Section II of the bill sets forth the effective date.

 
JUSTIFICATION:

New York State does not mandate cognitive assessments of schoolchildren
by educational administrators. Yet, cognitive assessments-such as the
Cognitive Abilities Test (CogAT)-remain credible tools for ascertaining
levels of acuity in children.  Administrators and teachers use these
assessments to tailor instruction to particular developmental strengths
and needs so crucial to cognitive development and academic success
(particularly on standardized examinations). Cognitive assessment tools
have the potential for improving access to specialized instruction and
enhancing academic achievement especially among social economically
disadvantaged populations.

In 2015, the School Board of Broward County, Florida, issued a report
entitled "The Cognitive Abilities Test (CogAT): Screening for Gifted-
ness, Predicting Achievements, and Informing Differentiated Instruc-
tion." That report showed that 643 second grade students not previously
identified as gifted met the CogAT score criteria for consideration for
gifted services. It also identified 84% of these students as being from
under-represented populations.  By requiring cognitive assessment of
schoolchildren early in their education, this bill would elevate such
assessment methods as normative and credible instruments of cognitive
development improve academic performance among diverse student popu-
lations.  Ten all children would give those students especially those
who do not have an actively engaged parent or guardian the opportunity
to benefit from enhanced instruction based on test results.

 
LEGISLATIVE HISTORY:

Introduced in a previous legislative session.

 
FISCAL IMPLICATIONS:
To be determined.

 
EFFECTIVE DATE:
This act shall take effect 180 days after it is enacted.