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83-739: The Transition Program for Gifted Students , often called the University Transition Program ( UTP ), is an accelerated secondary school program for gifted students funded by the BC Ministry of Education's Provincial Resource Program with hosting, educational support and financial assistance from the University of British Columbia (UBC), and administered by the Vancouver School Board in Vancouver, British Columbia, Canada. Each year,

166-545: A BC Provincial Resource Program by the BC Ministry of Education in 1995, the University Transition Program designed a radical academic acceleration preparation for early entrance to university studies for BC adolescents in accordance with the BC Special Education Policy for students whose asynchronous educational and developmental needs exceed available services in regular classrooms. Program design

249-451: A TAG course that could be offered in history could be the students learning about a certain event and then acting it out in a performance to be presented to parents on the last night of the program. These courses are designed to challenge the students to think in new ways and not merely to be lectured as they are in school. The term "Gifted Assessment" is typically applied to a process of using norm-referenced psychometric tests administered by

332-431: A TAG program focuses on a specific age group, particularly the local TAG programs. This could mean elementary age, high school age, or by years such as ages 9 through 14. These classes are generally organized so that students have the opportunity to choose several courses they wish to participate in. Courses offered often vary between subjects, but are not typically strictly academically related to that subject. For example,

415-624: A bachelor's degree. Academic acceleration also occurs at the graduate and professional level, with dual degree programs and combined bachelor's-professional programs such as accelerated JD programs . Advanced Placement is a program unique to the United States and Canada, originally developed by the Fund for the Advancement of Education and now administered by the College Board . In dual enrollment,

498-464: A child's ability to acquire skills and knowledge through formal education. This test measures aspects of the learning process that take place in a traditional school setting in reading, writing, math, and oral language. Although the WIAT-III tests a wide range of material, it is designed primarily to assess children's learning before adolescence. Versions of these tests exist for each age group. However it

581-532: A high degree of independence and motivation. In early graduation, the student graduates from high school or college in three-and-a-half years or less. Generally, this is accomplished by increasing the amount of coursework undertaken each year in high school or college, but it may also be accomplished through dual/concurrent enrollment or extracurricular and correspondence coursework. In the United States, however, some states do not allow early graduation. Early entrance to college, sometimes called "early admission",

664-467: A higher-level class covering material more suited to their abilities and preparedness. This may take the form of skipping grades or completing the normal curriculum in a shorter-than-normal period of time ("telescoping"). Subject acceleration (also called partial acceleration) is a flexible approach that can advance a student in one subject, such as mathematics or language, without changing other studies, such as history or science. This type of acceleration

747-448: A majority of gifted programs, the first step is referral from a teacher. However, few teachers are trained in identification and thus rely on academic metrics, a metric some argue is biased towards White students due to systemic inequities in intelligence assessment. A significant majority of states use some form of standardized or aptitude test. African American, Latino and Indigenous students consistently perform lower on these exams due to

830-426: A mixed-level class, and benefit most from learning with other similarly advanced students in accelerated or enriched classes. Educational authorities differ on the definition of giftedness: even when using the same IQ test to define giftedness, they may disagree on what gifted means—one may take up the top two percent of the population, another might take up the top five percent of a population, which may be within

913-439: A mock class to test emotional readiness. One of the best-known forms of academic acceleration, grade skipping involves moving the student ahead one or more grades. Where grade skipping is inappropriate, other forms of acceleration may be recommended instead. One metric used for determining whether grade skipping is appropriate is the research-based Iowa Acceleration Scale, which entered its third edition in 2009. In particular,

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996-403: A necessary choice between enrichment and acceleration, as if the two were mutually exclusive alternatives. However, other researchers see the two as complements to each other. Some gifted students are educated in either a separate class or a separate school. These classes and schools are sometimes called "congregated gifted programs" or "dedicated gifted programs." Some independent schools have

1079-549: A need for development of the gift (e.g., capability and potential). In her book, Identifying Gifted Children: A Practical Guide , Susan K. Johnsen (2004) writes that schools should use a variety of measures of students' capability and potential when identifying gifted children. These measures may include portfolios of student work, classroom observations, achievement measures, and intelligence scores. Most educational professionals accept that no single measure can be used in isolation to accurately identify every gifted child. Even if

1162-403: A parent deviates from the norm, so will the child, but to a lesser extent than the parent. This was one of the earliest observed examples of regression toward the mean . Galton believed that individuals could be improved through interventions in heredity , a movement he named eugenics . He categorized individuals as gifted , capable, average , or degenerate, and he recommended breeding between

1245-514: A portion of their time in a gifted class . These programs vary widely, from carefully designed half-day academic programs to a single hour each week of educational challenges. Generally, these programs are ineffective at promoting academic advancement unless the material covered contains extensions and enrichment to the core curriculum. The majority of pull-out programs include an assortment of critical thinking drills, creative exercises, and subjects typically not introduced in standard curricula. Much of

1328-486: A primary mission to serve the needs of the academically gifted. Such schools are relatively scarce and often difficult for families to locate. One resource for locating gifted schools in the United States can be found on the National Association for Gifted Children 's resource directory accessible through their home page. Such schools often need to work to guard their mission from occasional charges of elitism, support

1411-442: A qualified psychologist or psychometrist with the goal of identifying children whose intellectual functioning is significantly advanced as compared to the appropriate reference group (i.e., individuals of their age, gender, and country). The cut-off score for differentiating this group is usually determined by district school boards and can differ slightly from area to area, however, the majority defines this group as students scoring in

1494-461: A situation where a gifted child is bored, underachieves and misbehaves in class. Individual IQ testing is usually the optimal method to identify giftedness among children. However it does not distinguish well among those found to be gifted. Therefore, examiners prefer using a variety of tests to first identify giftedness and then further differentiate. This is often done by using individual IQ tests and then group or individual achievement tests. There

1577-420: A state, district, or school. Within a single school district, there can be substantial differences in the distribution of measured IQ. The IQ for the top percentile at a high-performing school may be quite different from that at a lower performing school. Peter Marshall obtained his doctorate in 1995, for research carried out in this field in the years from 1986. At the time, he was the first Research Director of

1660-443: A strict cutoff, usually at 130, which meant that students who scored below 130 were not identified. Academic acceleration Academic acceleration is moving students through an educational program at a rate faster or at an age younger than is typical. Students who would benefit from acceleration do not necessarily need to be identified as gifted in a particular subject. Acceleration places them ahead of where they would be in

1743-464: A teacher providing students with a more advanced curriculum they would encounter later in life. One unforeseen result of the launch of Sputnik by the Soviet Union was the immediate emphasis on education for bright students in the United States, and this settled the question whether the federal government should get involved in public education at all. The National Defense Education Act (NDEA)

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1826-403: A telescoped curriculum, the student is provided instruction that entails less time than is normal (e. g., completing a one-year course in one semester, or three years of middle school in two). Telescoping differs from curriculum compacting in that time saved from telescoping results in advanced grade placement. This practice allows students to be placed with classes with older peers for a part of

1909-559: A variety of cultural and institutional reasons. Numerous potential solutions have been proposed and tried with varying degrees of success and continuation. Implicit biases and cultural differences contribute to the mis-categorization or oversight of African American, Latino and other students of color. Furthermore, universal testing and screening of students raises the representation of minority students but can face significant resource constraints. However, theories of multiple intelligence have also now led to calls for removal of IQ tests as

1992-541: A variety of measures, including grades in school, future university status and grades, career achievements, and performance assessments. Effective administration involves ensuring student readiness, both academic and social-emotional, and providing necessary support and resources. Cohort acceleration programs, in which a number of students are accelerated together at the same time, are often especially effective. However, acceleration programs often face difficulty due to many teachers, administrators and parents being skeptical of

2075-452: Is a four-year college designed exclusively for early entrants. In early admission to kindergarten, students enter kindergarten prior to the minimum age for school entry as set by district or state policy. This form of acceleration poses fewer obstacles than others, as places the student in a peer group with whom the student is likely to remain for some time. In many US school districts, early admission requires evaluation, which may include

2158-464: Is a lifelong process. It can be evident in young children as exceptional performance on tests and/or other measures of ability or as a rapid rate of learning, compared to other students of the same age, or in actual achievement in a domain. As individuals mature through childhood to adolescence, however, achievement and high levels of motivation in the domain become the primary characteristics of their giftedness. Various factors can either enhance or inhibit

2241-402: Is commensurate with their ability and preparedness, and for this reason is a low-cost option from the perspective of the school. This may result in a small number of children taking classes targeted at older children. For the majority of gifted students, acceleration is beneficial both academically and socially. Whole grade skipping is considered rapid acceleration. Some advocates have argued that

2324-448: Is different from AP classes because students are usually given more projects than students in AP classes. Students in colloquium also generally study topics more in depth and sometimes in a different way than students enrolled in AP classes do. Colloquium is a form that takes place in a traditional public school. In colloquium, subjects are grouped together. Subjects are taught at different times of

2407-876: Is located within the University of British Columbia, in the Auditorium Annex located on West Mall. It is above the Math Graduates office, across from the Pacific Institute of Mathematical Sciences building, and behind the Walter C. Koerner Library . Initiated by Daria Danylchuk in 1993 by the Vancouver School Board in partnership with the Office of the President of The University of British Columbia and subsequently funded as

2490-559: Is no standard consensus on which tests to use, as each test is better suited for a certain role. The two most popular tests for identifying giftedness in the school-age population are the WISC-IV and the SB5 . The WIAT-III is considered the most popular academic achievement test to determine a child's aggregate learned knowledge. Although a newer WISC version, the WISC-V, was developed in late 2014,

2573-414: Is not targeted specifically at those identified as gifted or talented, but it can allow children to learn at a highly accelerated rate. Directed Studies are usually based on self-pacing. These offer a variety of courses that mainly take place in the summer. Summer schools are popular in the United States. Entrance fees are required for such programs, and programs typically focus on one subject, or class, for

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2656-407: Is one that combines two adjacent grades. While not, in and of itself, a practice designed for acceleration, in some instances this placement can allow younger students to interact academically and socially with older peers. In continuous progress education, the student is given content progressively as prior content is completed and mastered, moving on to more advanced material as soon as the student

2739-508: Is ready for it. Curriculum compacting involves analyzing an assigned curriculum unit, determining which parts of it a student has already mastered, and providing replacement strategies so that the student can complete the unit without repeating this already-mastered material. In a compacted curriculum, the student's instruction entails reduced amounts of introductory activities, drill, and practice. Instructional experiences may also be based on relatively fewer instructional objectives compared to

2822-570: Is recommended to begin assessment as early as possible, with approximately eight years of age being the optimal time to test. Testing allows identification of specific needs of students and help to plan an education early. Out-of-group achievement testing (such as taking the SAT or ACT early) can also help to identify these students early on (see SMPY ) and is implemented by various talent search programs in use by education programs. Out-of-group testing can also help to differentiate children who have scored in

2905-638: Is the gathering of four to six gifted and talented and/or high achieving students in a single classroom for the entire school day. Cluster teachers are specially trained in differentiating for gifted learners. Clusters are typically used in upper elementary grades. Within a cluster group, instruction may include enrichment and extensions, higher-order thinking skills, pretesting and differentiation, compacting, an accelerated pace, and more complexity in content. Like acceleration, colloquium provides advanced material for high school students. In colloquium, students take Advanced Placement (AP) courses. However, colloquium

2988-447: Is the practice of allowing high school students to enter college one or more years before the traditional age of college entrance, and without obtaining a high school diploma. In some cases this is done individually, and many universities and colleges allow such admissions on a case-by-case basis. However, it is also often done as part of a cohort acceleration program, in which many such students are accelerated into college together at

3071-415: Is usually based upon achievement testing, rather than IQ . Some colleges offer early entrance programs that give gifted younger students the opportunity to attend college early. In the U.S., many community colleges allow advanced students to enroll with the consent of school officials and the pupil's parents. Acceleration presents gifted children with academic material from established curricula that

3154-670: The Stanford-Binet test, and introduced intelligence quotient (IQ) scoring for the test. According to Terman, the IQ was one's mental age compared to one's chronological age, based on the mental age norms he compiled after studying a sample of children. He defined intelligence as "the ability to carry on abstract thinking". During World War I Terman was a commissioned officer of the United States Army, and collaborated with other psychologists in developing intelligence tests for new recruits to

3237-596: The school in order to fully develop such capabilities. The National Association for Gifted Children in the United States defines giftedness as: Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports). The development of ability or talent

3320-453: The IAS identifies four conditions under which grade skipping is unwise: In extracurricular acceleration, students elect to enroll in weekend, after-school or summer programs that confer advanced instruction and/or credit. In some cases this will allow especially radical acceleration in content, such as a primary-school student taking university-level extension classes. In self-paced instruction,

3403-578: The Mensa Foundation for Gifted Children. His work challenged the difficult childhood hypothesis, concluding that gifted children, by and large, do not have any more difficult childhoods than mainstream children and, in fact, that where they do, their giftedness probably helps them cope better than mainstream children and provided the material for his subsequent book Educating a Gifted Child. In Identifying Gifted Children: A Practical Guide , Susan K. Johnsen (2004) explains that gifted children all exhibit

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3486-564: The Stanford-Binet IQ test developed by Lewis Terman. Terman began long-term studies of gifted children with a view to checking if the popular view "early ripe, early rot" was true. The Terman Genetic Studies of Genius longitudinal study has been described by successor researchers who conducted the study after Terman's death and also by an independent researcher who had full access to the study files. Modern studies by James and Kulik conclude that gifted students benefit least from working in

3569-502: The WISC-IV is still the most commonplace test. It has been translated into several languages including Spanish, Portuguese, Norwegian, Swedish, French, German, Dutch, Japanese, Chinese, Korean, and Italian. The WISC-IV assesses a child's cognitive abilities, with respect to age group. Coupled with results from other tests, the WISC accurately depicts a child's developmental and psychological needs for

3652-514: The armed forces. For the first time, intelligence testing was given to a wide population of drafted soldiers. After the war, Terman undertook an extensive longitudinal study of 643 children in California who scored at IQ 140 or above, the Genetic Studies of Genius , continuing to evaluate them throughout their lives. Subjects of these case studies were called "Termites" and the studies contacted

3735-600: The benefits of acceleration. This is because teacher education programs do not often present information about acceleration, even though there are decades of research demonstrating that acceleration is a successful educational option for talented students. Adults who have experienced acceleration themselves, however, tend to be very well-disposed to the practice. The influential 2004 U.S. report A Nation Deceived articulated 20 benefits of academic acceleration, which can be further distilled into four key points: The 2015 follow-up to that report, A Nation Empowered , highlights

3818-527: The children in 1921, and again in 1930, 1947, and 1959 after his death. Terman's studies have to date been the most extensive on high-functioning children, and are still quoted in psychological literature today. Terman claimed to have disproven common misconceptions, such as that highly intelligent children were prone to ill physical and mental health, that their intelligence burned out early in their lives, or that they either achieved greatly or underachieved. A professional colleague of Terman's, Leta Hollingworth

3901-443: The costs. Activities such as reading , creative writing , sport , computer games , chess , music , dance , foreign languages, and art give an extra intellectual challenge outside of school hours. An umbrella term encompassing a variety of educational activities conducted at home, including those for gifted children: part-time schooling; school at home; classes, groups, mentors and tutors; and unschooling . In many US states,

3984-408: The day (or with materials from higher grade placements) in one or more content areas. Effective subject-matter acceleration requires the cooperation of teachers in subsequent grades, so that the student is not forced to repeat the material. Important points about subject acceleration include credit and placement. The student should receive credit for work completed, and the student should be placed in

4067-594: The day; however, usually what is being taught in one subject will connect with another subject. For example, if the students are learning about colonial America in History, then they might also be analyzing text from The Scarlet Letter in English. Some schools may only have colloquium in certain subjects. In schools where colloquium is only offered in English and History, colloquium students usually take Advanced Placement courses in math and science and vice versa. In compacting,

4150-490: The development and expression of abilities. This definition has been adopted in part or completely by the majority of the states in the United States. Most have some definition similar to that used in the State of Texas , whose definition states: [The phrase] 'gifted and talented student' means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of

4233-824: The disadvantages of being retained in a standard mixed-ability classroom are substantially worse than any shortcomings of acceleration. For example, psychologist Miraca Gross reports: "the majority of these children [retained in a typical classroom] are socially rejected [by their peers with typical academic talents], isolated, and deeply unhappy. Children of IQ 180+ who are retained in the regular classroom are even more seriously at risk and experience severe emotional distress." These accelerated children should be placed together in one class if possible. Research suggests that acceleration might have an impact long after students graduate from high school. For example, one study shows that high-IQ individuals who experienced full-grade acceleration earned higher incomes as adults. Cluster grouping

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4316-419: The duration of the camp. Several examples of this type of program are: Within the United States, in addition to programs designed by the state, some counties also choose to form their own Talented and Gifted Programs. Sometimes this means that an individual county will form its own TAG program; sometimes several counties will come together if not enough gifted students are present in a single county. Generally,

4399-403: The first two categories, and forced abstinence for the latter two. His term for the most intelligent and talented people was "eminent". After studying England's most prominent families, Galton concluded that one's eminence was directly related to the individual's direct line of heredity. At Stanford University in 1918, Lewis Terman adapted Alfred Binet 's Binet-Simon intelligence test into

4482-660: The following paragraphs focus on data reported about students labeled "gifted." Research has found that nearly half of academically talented students (as measured by high scores on above-level tests) are not labeled "gifted" by their schools. Academic acceleration and gifted programs more broadly face critique for significant and consistent under-representation of minority students - particularly students of African American and Latino descent. In 2009, African Americans comprised 16.7% of students in general education but only 9.9% of students in gifted programs, and Latino students 22.3% of general education but only 15.4% of gifted programs. In

4565-460: The future. The SB5 is an intelligence test that determines cognitive abilities and can be administered to persons in virtually any age group. It assesses a series of intelligence indicators including fluid reasoning, general knowledge, quantitative reasoning, spatial processing, and working memory. The SB5 makes use of both verbal and nonverbal testing. The WIAT-III cannot assess all components of learned knowledge, but does give an understanding of

4648-536: The general curriculum. The time gained may be used for more advanced content instruction or to participate in enrichment activities. Curricular compacting not only saves time, but also reduces student boredom and apathy. As with extracurricular acceleration, when using distance or correspondence courses, the student enrolls in coursework delivered outside of normal school instruction. Instruction may be delivered traditionally by mail, but increasingly online courses are used. Effective use of distance learning requires

4731-423: The highest percentiles in a single IQ test. Testing alone cannot accurately identify every gifted child. Teacher and parent nominations are essential additions to the objective information provided by grades and scores. Parents are encouraged to keep portfolios of their children's work, and documentation of their early signs of gifted behavior. The development of early intelligence tests by Alfred Binet led to

4814-495: The imperial court for specialized education. Throughout the Renaissance , those who exhibited creative talent in art, architecture, and literature were supported by both the government and private patronage . Francis Galton conducted one of the earliest Western studies of human intellectual abilities. Between 1888 and 1894, Galton tested more than 7,500 individuals to measure their natural intellectual abilities. He found that if

4897-547: The importance of early identification, daily contact, and grouping gifted children with others with similar abilities. Hollingworth performed an 18-year-long study of 50 children in New York City who scored 155 or above on the Stanford-Binet, and studied smaller groups of children who scored above a 180. She also ran a school in New York City for bright students that employed a curriculum of student-led exploration, as opposed to

4980-419: The long-term well-being of gifted youth from academic acceleration such as skipping grades, graduating early, or a combination of advanced educational placement methods. In fact, the authors stated that such concerns are "fruitless." There are at least 18 forms of academic acceleration. The student completes two or more majors in a total of four years and/or earns an advanced degree along with or in lieu of

5063-535: The material introduced in gifted pull-out programs deals with the study of logic , and its application to fields ranging from philosophy to mathematics . Students are encouraged to apply these empirical reasoning skills to every aspect of their education both in and outside of class. Self-pacing methods, such as the Montessori Method , use flexible grouping practices to allow children to advance at their own pace. Self-pacing can be beneficial for all children and

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5146-696: The next level of a course after successfully completing a course. More information about subject acceleration is provided on the Acceleration Institute website . In mentoring, a student is paired with a mentor or expert tutor who provides advanced or more rapid pacing of instruction. Mentoring of gifted high school students by successful adults often has beneficial long-term effects, including improved focus on career goals. The career effects are especially pronounced for women students. A number of tools have been developed to help educators and families make decisions about academic acceleration. Citations in

5229-526: The notion of IQ is generally useful for identifying academically talented students who would benefit from further services, the question of the cutoff point for giftedness is still important. As noted above, different authorities often define giftedness differently. Gifted and talented education dates back thousands of years. Plato (c. 427–c. 347 BCE) advocated providing specialized education for intellectually gifted young men and women. In China's Tang dynasty (580–618 CE ), child prodigies were summoned to

5312-406: The population of gifted students who are being homeschooled is rising quite rapidly , as school districts responding to budgetary issues and standards-based policies are cutting what limited gifted education programs remain in existence, and families seek educational opportunities that are tailored to each child's unique needs. Gifted students are pulled out of a heterogeneous classroom to spend

5395-461: The potential for high performance in the areas included in the United States federal definition of gifted and talented students: The term 'gifted and talented' when used in respect to students, children, or youth means [those who show] evidence of high performance capability in areas such as intellectual , creative , artistic , or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by

5478-727: The professional growth and training of their staff, write curriculum units that are specifically designed to meet the social, emotional, and academic talents of their students, and educate their parent population at all ages. Some gifted and talented classes offer self-directed or individualized studies, where the students lead a class themselves and decide on their own task, tests, and all other assignments. These separate classes or schools tend to be more expensive than regular classes, due to smaller class sizes and lower student-to-teacher rations. Not-for-profit (non-profit) schools often can offer lower costs than for-profit schools. Either way, they are in high demand and parents often have to pay part of

5561-484: The program accepts around 20 new students between the ages 12 and 15, half of which are from outside the Vancouver School Board. Over the course of two years, students complete required five year high school curriculum along with some university coursework. When they graduate from the program, the students are usually accepted into UBC earlier than they would if they had graduated from a regular high school (aged 14–16 instead of 18–19). The University Transition Program (UTP)

5644-509: The regular school curriculum . It has been described as a "fundamental need" for gifted students as it provides students with level-appropriate material. The practice occurs worldwide. The bulk of educational research on academic acceleration has been within the United States . Well-administered academic acceleration programs have been generally found to be highly beneficial to students. For example, accelerated students outperform peers on

5727-508: The regular school material is compacted by pretesting the student to establish which skills and content have already been mastered. Pretests can be presented on a daily basis (pupils doing the most difficult items on a worksheet first and skipping the rest if they are performed correctly), or before a week or longer unit of instructional time. When a student demonstrates an appropriate level of proficiency, further repetitive practice can be safely skipped, thus reducing boredom and freeing up time for

5810-519: The research that has occurred over the past decade, and provides further evidence that academic acceleration, when applied correctly, can be highly beneficial for gifted students. One of the major concerns noted about acceleration is the impact on socialization. A longitudinal study conducted over 35 years and published in 2020 in the Journal of Educational Psychology from Vanderbilt's Study of Mathematically Precocious Youth finds that there are no effects on

5893-399: The same age, experience, or environment, and who: The major characteristics of these definitions are (a) the diversity of areas in which performance may be exhibited (e.g., intellectual, creative, artistic, leadership, academic), (b) the comparison with other groups (e.g., those in general education classrooms or of the same age, experience, or environment), and (c) the use of terms that imply

5976-684: The same time. These programs may provide their students with a social support network and help in dealing with the adjustment. Early entrance programs take a number of forms. Some, like the Advanced Academy of Georgia and The Clarkson School , are special programs within larger colleges. In others, like the Early Entrant Program at Shimer College and the Early Entrance Program at CSULA , early entrants study side-by-side with traditional college students. Bard College at Simon's Rock

6059-541: The school day (e.g. the ASCEND project in secondary science education ). This work is done in addition to, and not instead of, any regular school work assigned. Critics of this approach argue that it requires gifted students to do more work instead of the same amount at an advanced level. On the secondary school level sometimes an option is to take more courses such as English , Spanish, Latin, philosophy, or science or to engage in extracurricular activities. Some perceive there to be

6142-500: The second floor of the Auditorium Annex B on the UBC campus in 1998 therein promoting a pre-university identity, career and university course explorations and access to diverse UBC facilities with the privilege of a UBC student card for access to UBC libraries. Notable alumni Gifted education The main approaches to gifted education are enrichment and acceleration . An enrichment program teaches additional, deeper material, but keeps

6225-447: The student is simultaneously enrolled in two separate, academically related institutions, most commonly a high school and community college or university. One sub-type of dual enrollment is concurrent enrollment, in which the student simultaneously receives both high school and college credit for a single course. Dual enrollment programs can allow students to graduate early, or to enter college with advanced standing. A combined class

6308-809: The student proceeds through learning and instructional activities at a self-selected pace. Self-paced instruction differs from continuous progress instruction in that the student has a greater degree of control. Often referred to as "testing out", credit by examination involves giving a student advanced standing credit (e.g., in high school or college) for successfully completing some form of mastery test or activity. Studies of gifted college students suggest that this may have slightly negative effects on psychological well-being. Classrooms with students of diverse ages allow younger gifted students to be grouped with older students who are closer to their academic level. They also create opportunities for peer instruction , leading to heightened self-esteem in gifted students. In

6391-488: The student progressing through the curriculum at the same rate as other students. For example, after the gifted students have completed the normal work in the curriculum, an enrichment program might provide them with additional information about a subject. An acceleration program advances the student through the standard curriculum faster than normal. This is normally done by having the students skip one to two grades. Being gifted and talented usually means being able to score in

6474-677: The student to work on more challenging material. On the primary school level, students spend all class time with their peers, but receive extra material to challenge them. Enrichment may be as simple as a modified assignment provided by the regular classroom teacher, or it might include formal programs such as Odyssey of the Mind , Destination Imagination or academic competitions such as Brain Bowl , Future Problem Solving , Science Olympiad , National History Day , science fairs , or spelling bees . Programmes of enrichment activities may also be organised outside

6557-424: The top 2 percentiles on one of the accepted tests of intellectual (cognitive) functioning or IQ. Some school boards also require a child to demonstrate advanced academic standing on individualized achievement tests and/or through their classroom performance. Identifying gifted children is often difficult but is very important because typical school teachers are not qualified to educate a gifted student. This can lead to

6640-452: The top percentile on IQ exams. The percentage of students selected varies, generally with 10% or fewer being selected for gifted education programs. However, for a child to have distinct gifted abilities it is to be expected to score in the top one percent of students. Attempts to provide gifted education can be classified in several ways. Most gifted students benefit from a combination of approaches at different times. People are advanced to

6723-439: Was passed by Congress in 1958 with $ 1 billion US to bolster science, math, and technology in public education. The National Defense Education Act would lead to other achievements such as forerunning the moon landing and the implementation of Advanced Placement, (A.P.), coursework. Educators immediately pushed to identify gifted students and serve them in schools. Students chosen for gifted services were given intelligence tests with

6806-618: Was refined in consultation with local, national and international researchers and education specialists, most notably Dr. Nancy Robinson, Founder and Dr. Kate Noble, Director of the Transition School at the University of Washington, Seattle. The Program evolved through outstanding leadership from VSB and UBC as well as from parents and the students. Courtesy of the Office of the UBC President, the Program relocated to several classrooms nestled on

6889-412: Was the first in the United States to study how best to serve students who showed evidence of high performance on tests. Although recognizing Terman's and Galton's beliefs that heredity played a vital role in intelligence, Hollingworth gave similar credit to home environment and school structure. Hollingworth worked to dispel the pervasive belief that "bright children take care of themselves" and emphasized

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