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A cautious return to public concern for the education of gifted and talented youth has been evident in recent years. Although the latter half of the seventies produced an increase in funding, personnel, statutes, and policies concerned with the education of the gifted and talented, financial support of programs still falls considerably short of meeting the needs of these young people (Mitchell and Erickson 1978, p. 15).
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M. Kathleen Heid (1983) studied this question.
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