Recently, Carol Ann Tomlinson, a professor of educational leadership, foundations and policy at the University of Virginia, and the president of the National Association for Gifted Children, discussed the limits of the No Child Left Behind Act for those gifted and talented students who think and work beyond the general average.  She argues that this act only urges students to reach a general proficiency in reading and writing, a mere equity in skills, instead of pushing them to reach their highest potential and excellence.  She asks, "How much more promising the No Child Left Behind Act would be if it genuinely ensured that no child would be left behind in terms of developing his or her possibilities—if it unreservedly supported both equity and excellence” (http://www.nagc.org/Policy/tomlinsonarticlenov62002.htm).  Ultimately, this limit hinders gifted and talented students who have achieved beyond the average and are in need of deeper challenges. 
 
Does this mean that schools must separate gifted students from their average peers in order to meet the need for these challenges?  Already, gifted students are often removed from their regular classrooms in order to participate in other activities meant to appeal to their needs.  Can these students’ needs genuinely be met through an inclusion-friendly curriculum?  Because classes and courses in which service-learning is incorporated can easily include and challenge students of different levels of achievement, such projects are ideal for classes of mixed students. 
 
Title V of the No Child Left Behind, entitled “Promoting Informed Parental Choice and Innovative Programs”, briefly highlights the potential of service-learning to meet the needs of gifted students.  It twice lists service-learning as a valuable and acceptable tool for gifted and talented education.  Part D, Subpart 6, Section 5464, (b) (3) and (b) (4) supports the establishment and operation of “model projects and exemplary programs for serving gifted and talented programs (such as summer programs, mentoring programs, service learning programs, and cooperative programs involving business, industry, and education)” and “implementing innovative strategies, such as cooperative learning, peer tutoring, and service-learning” (http://www.ed.gov/legislation/ESEA02/pg72.html). 
 
Despite the relatively brief discussion of these options, service-learning can benefit gifted and talented students in ways that Tomlinson does not consider in her article.  While her statements about the limitations of the NCLB Act are valid, there are ways for educators to make the most out of its deficient coverage of the needs of gifted and talented students. 
 
Service-learning projects can include a wide range of activities and skills, making inclusion of all levels of students possible.  Due to this flexibility and breadth of opportunities, important tasks can be assigned to and completed by every student in the classroom, with room for the more advanced students to teach or tutor students who may struggle at a certain task.  By focusing on developing each student’s potential to its fullest and best, while promoting teamwork and cooperation, every student can succeed at the most optimal personal level. 
 
In the service-learning classroom, gifted and talented students are afforded opportunities to fine tune and expand their skills.  For example, if interested in writing, advanced students can use their writing talents to create news journals, “zines” or research papers that elucidate and expand the work they and their classmates are doing and the issues they are addressing.  Advanced science students can combine their lessons about scientific principles with research and service-learning projects of their own, to learn in more complexity how scientific research is conducted.  In these and many other ways, service-learning allows students to expand their academic and social horizons by introducing greater opportunities for creativity, independence and project management.  These students will have the advantage of learning how to manage long-term, cross-academic projects and tutoring other students in that specific skill, experiences that non-service-learning classes often are missing.  These types of experiences provide all students with opportunities for academic advancement that are tailored to their learning speeds and coupled with “real life” skills. 
 
If done properly, service-learning can begin to address the needs of gifted and talented children that are generally glossed over in the No Child Left Behind Act.  By addressing all students, it can easily supplement the work done in different classes and learning levels.  In addition, while promoting teamwork and cooperation, service-learning can shun the academic elitism, segregation and/or isolation that can be found among students in traditional gifted and talented programs.  These aspects benefit the entire school population, by leveling the playing fields and promoting the success of each and every student, while also pushing children to reach their own unique, highest level of excellence.