Abstract
This descriptive study investigated two areas: (a) perceived changes in gifted and talented (G/T) programming in Iowa from the time a state mandate was implemented to the time of the study, and (b) perceived effects of the mandate on G/T programming in Iowa. Perceptions of middle‐level teachers of gifted and talented students (n = 111) were compared with middle‐level principals (n = 104). Results revealed statistically significant perceived changes (p <. 05) for all provisions of the mandate, indicating changes in G/T programming. The respondents perceived the mandate strengthened G/T programming or did no harm. Some group differences were found in perceived Levels of Use (LoU) of Implementation, but no differences were found concerning perceived effects.
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