Abstract
July
3-6
The International Centre for Innovation in Education conference on Excellence and Innovation in Education in Paris, France. For more information, please visit http://icieconference.net/
4-8
American Mensa’s Annual Gathering in Hollywood, FL. For more information, please visit http://ag.us.mensa.org/
8-13
University of Connecticut’s Confratute Conference at the Neag Center for Gifted Education and Talent Development with the University of Connecticut in Storrs, CT. For more information, please visit https://confratute.uconn.edu/
9-13
Summer Institute on Academic Diversity at The University of Virginia Curry School of Education in Charlottesville, VA. For more information, please visit https://curry.virginia.edu/faculty-research/centers-labs-projects/research-labs/institutes-academic-diversity/iad-summer
16-20
Annual International Conference on Critical Thinking and Educational Reform at the DoubleTree Hotel in Rohnert Park, CA. For more information, please visit http://www.criticalthinking.org/pages/38th-conference-main/1293
20-22
SENG (Supporting Emotional Needs of the Gifted) Conference at the Town and Country Resort in San Diego, CA. For more information, please visit http://sengifted.org/
22-27
Annual South Dakota Governor’s Camp at the University of South Dakota in Vermillion, SD. For more information, please visit http://www.usd.edu/education/gifted-programs/south-dakota-governors-camp
23-27
Edufest at Boise State University in Boise, ID. For more information, please visit http://www.edufest.org/
August
8-11
European Council for High Ability (ECHA) Conference at Croke Park in Dublin, Ireland. For more information, please visit http://echa2018.info/
20-24
Asia-Pacific Conference on Giftedness at the Queen Sirikit National Convention Center in Bangkok, Thailand. For more information, please visit https://10times.com/apcg-yt
23-26
Northeast Unschooling Conference at the Sheraton Four Points Hotel in Wakefield, MA. For more information, please visit http://www.northeastunschoolingconference.com/
September
6-9
California Homeschooling Network Family Expo at the Great Wolf Lodge in Garden Grove, CA. For more information, please visit http://chnfamilyexpo.com/
October
11
West Virginia Association for the Gifted & Talented (WVAGT) Conference in West Virginia. For more information, please visit http://www.wvgifted.com/
12-13
Washington Association of Educators of the Talented and Gifted Conference (WAETAG) at the Hilton Bellevue in Bellevue, WA. For more information, please visit http://www.waetag.com/
14-16
Iowa Talented and Gifted Association (ITAG) Conference at the Holiday Inn Des Moines-Airport Conference Center in Des Moines, IA. For more information, please visit http://www.iowatag.org/
16-17
Colorado Association for Gifted and Talented (CAGT) Conference at the Embassy Suites Loveland—Hotel, Spa and Conference Center in Loveland, CO. For more information, please visit http://www.coloradogifted.org/
19-20
Gifted Association of Missouri Conference on Gifted Education (GAM) at Drury University in Springfield, MO. For more information, please visit http://www.mogam.org/conference.html
November
1-2
Wisconsin Association for Talented & Gifted (WATG) Conference at the Wilderness Conference Center in Wisconsin Dells, WI. For more information, please visit http://www.watg.org/
15-18
National Association for Gifted Children (NAGC) Annual Convention at the Minneapolis Convention Center in Minneapolis, MN. For more information, please visit http://www.nagc.org/
28-30
GiftED18, Texas Association for the Gifted & Talented (TAGT) Conference at the Fort Worth Convention Center in Fort Worth, TX. For more information, please visit www.txgifted.org
29-30
Pennsylvania Association for Gifted Education (PAGE) Conference at the Pittsburgh Marriott North in Cranberry Township, PA. For more information, please visit https://www.giftedpage.org/2018-conference/
Did you know . . .
. . . 86% of respondents say schools in their community should offer certificate or licensing programs that qualify students for employment in a given field.
. . . 82% of respondents support job or career skills classes even if that means students might spend less time in academic classes.
. . . 82% of respondents say that it is very important for schools to help students develop interpersonal skills.
. . . 80% of respondents view technology and engineering classes as a very or extremely important element of school quality.
. . . 76% of respondents see advanced academic classes as highly important indicators of school quality.
. . . 71% of respondents view art and music classes as extremely or very important element of school quality.
. . . 42% of respondents say performance on standardized tests is a highly important indicator of school quality.
. . . 61% of respondents prefer a system that funds public schools only.
. . . 54% of parents of school-age children say that they would send their child to public school even if they had choices of private or religious school using public school funds.
. . . 52% of respondents oppose using public funds to send students to private school.
. . . 55% of parents of school-age children say having a mix of students from different racial and ethnic backgrounds in public schools is extremely or very important.
. . . 45% of parents of school-age children say that it is extremely or very important that their child attend a school where the student body is economically diverse.
. . . 92% of respondents say that it is most important for public schools to provide after-school programs to students in need.
. . . 87% of respondents say that it is most important for public schools to provide mental health services.
. . . 79% of respondents say that it is most important for public schools to provide health services.
. . . 84% of respondents say that schools should assess students on their interpersonal skills.
. . . 58% of public school parents are confident that standardized tests measure how well their child is learning.
. . . 80% of public school parents whose household incomes are greater than US$100,000 expect their child to enroll in college full-time whereas only 47% of public school parents whose household incomes are less than US$50,000 expect their child to enroll in college full-time.
Statistics from The 49th annual Phi Delta Kappan poll of the public’s attitudes toward the public schools (2017). Phi Delta Kappan, 99(1), K1-K32.