[Congressional Record Volume 156, Number 32 (Monday, March 8, 2010)]
[Senate]
[Pages S1262-S1263]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. DODD (for himself and Mr. Grassley):
  S. 3086. A bill to support high-achieving, educationally 
disadvantaged elementary school students in high-need local educational 
agencies, and for other purposes; to the Committee on Health, 
Education, Labor, and Pensions.
  Mr. DODD. Mr. President, I rise today, joined by my colleague Senator 
Grassley, to introduce legislation on behalf of the millions of 
talented, high-achieving American students who every day, despite our 
best efforts, are being left behind.
  When we talk about reducing the achievement gap, we usually think of 
helping economically disadvantaged kids who are having a tough time in 
school keep up with their peers.
  Unfortunately, there is also a growing gap between high-achieving 
kids from high-earning families and students with just as much 
potential and talent who come from difficult economic circumstances.
  Potential is being squandered every day. Tragically, some estimates 
indicate that one in five of our highest-achieving students drops out 
of school. That is 20 percent of our best and brightest students, the 
hope of our nation and the key to our economic competitiveness in the 
21st century, left behind.
  Every child should have the opportunity to reach their full 
potential. So, today I introduce the Equity in Excellence Act of 2010, 
designed to eliminate this gap among high-achieving students by helping 
talented but economically disadvantaged kids find the challenging and 
enriching materials and programs they need to stay in school and on 
track.
  Here is how it works.
  First, our bill will help to evaluate how school districts are 
challenging their most talented students--and to diagnose the problem 
when they are not.
  Second, it will put in place evidence-based programs--ranging from 
enrichment programs to academic acceleration strategies to high quality 
support material--designed to maximize learning among high-potential 
students.
  Third, it provides funding to hire and train personnel--principals, 
counselors, psychologists--skilled in meeting the needs of high-
achieving students.
  Fourth, it provides funding to educate and inform parents of these 
students, so that they can partner with schools in supporting their 
kids.
  This legislation has been endorsed by the National Association for 
Gifted

[[Page S1263]]

Children, an organization of more than 8,000 parents, teachers, 
education professionals, and community leaders united in support of 
high-achieving kids and their unique needs.
  Of course we all want to ensure that every child--no matter what 
their strengths and weaknesses, no matter what their grades or test 
scores, no matter what their economic background--can get a good 
education that prepares them for the 21st century economy.
  Every child who falls through the cracks represents a tragedy. When 
those who have displayed such tremendous potential are left behind, we 
all suffer. This legislation offers a step towards keeping those kids 
challenged, engaged--and in school.
  I want to thank Senator Grassley for joining me in this effort, and 
encourage our colleagues to join as well.
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