Abstract
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- Volume 25
- Issue 4
- Publication Date: Fall 2002
What Is Schoolwide Enrichment? How Gifted Programs Relate to Total School Improvement
Joseph. S. Renzulli and Sally M. Reis
Over the years we have been asked countless questions about the purpose of the Schoolwide Enrichment Model (SEM). Is it a model for gifted programs? Is it a model for general school improvement? Will it water down services to the gifted if you try to extend services to more students? How does SEM deal with the profoundly gifted? Are you saying that all students are gifted? How does the model deal with underachieving (unmotivated, noncreative, atrisk, twice-exceptional, etc.) gifted? Does the SEM involve grouping students by ability? By interest? By ability and interest? How does acceleration fit into the SEM? If we are using SEM do we still need a gifted program? Isn’t the SEM just a politically correct way of dealing with the question of giftedness (or equity, or inclusion, or irritated parents, or anti-gifted teachers or administrators)? Is it true that the SEM is just a way to save money? Is it true that SEM programs are far more expensive than other kinds of programs? Is the SEM just for elementary schools—what about preschool? Middle school? High school? Won’t differentiation take care of every student’s needs? The list goes on and on.
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