How does a student get into gifted classes? What methods do schools use to identify gifted students? Gifted testing Gifted testing involves the administration of a standardized test in a specific format, often defined by the publisher of the test, to ensure the test is given to every person in a consistent manner. Gifted assessment Gifted assessment is much more comprehensive — and for that reason, can be significantly more costly. Read more about Gifted Testing and Assessment Types of Gifted Tests The two main categories for gifted identification are achievement tests and abilities tests.
Submit Feedback. Related Articles. View all blog articles. Gifted Resources. Full Name Required First Last. Email Address Required. Feedback Required. In some schools, special teachers are responsible for implementing and monitoring the education of gifted students in small groups or one-on-one sessions.
In other schools, the regular classroom teacher is the main instructor and confers with students' gifted case managers, gifted consulting teachers, or other school staff to create projects that enrich or extend learning. In middle and high school, gifted students' goals may be met through higher-level courses or Advanced Placement AP or honors courses. Some gifted students can meet their individualized education goals by advancing multiple grade levels in specific subject areas.
While all students need to be monitored academically, GIEPs and similar education plans call for customized monitoring to help ensure that gifted students reach their learning potentials. Reviewed by: KidsHealth Medical Experts. Larger text size Large text size Regular text size. Gifted Students vs.
Bright Students Parents should understand that many bright, intelligent, and talented kids and teens might not qualify for gifted education. For instance: Bright students may know the answers and enjoy school, but gifted students have advanced insight and enjoy learning in any setting. Bright students may have good ideas and like the company of their peers, but gifted students might have wild, highly imaginative ideas and may prefer the company of older children or adults.
The boost to math achievement from gifted instruction was much smaller, about a third of that size. No improvements were detected in how engaged or motivated students were in school after joining a gifted program.
For example, teachers reported no difference in how hard students worked, how much they participated in discussions or how much they paid attention and listened in class. Similarly, low-income students of all races tended not to reap the academic gains that their wealthier peers did. Asian children, by contrast, posted larger gains in math after joining a gifted program. Related: Gifted classes may not help talented students move ahead faster. Redding and his co-author, Jason A.
Grissom at Vanderbilt University, presented their study in April at a session of the annual meeting of the American Educational Research Association. Previous research, most of it limited to specific states and school districts, has been mixed. Some studies have shown sluggish learning growth for gifted students.
A well-designed study of one city found no evidence that students in the gifted program outperformed those just below the cutoff for giftedness by the time they reached seventh grade. It also found that high achieving students who won a seat in a lottery to attend a popular magnet school did better in science but not in math or English compared to similar students who lost the lottery. A study of a school district in Florida found no benefit for white students but large benefits for Black and Hispanic students who were assigned to separate gifted classrooms.
This national study found the opposite, that white students reaped benefits from gifted programs that children of color did not. What to make of these small-to-nil benefits across the nation depends on your perspective. Advocates of gifted education might see promise in the fact that high achieving students saw any gains at all from gifted programs.
In many schools children might receive only a few hours a week of extra instruction. Students are pulled out of their regular classroom or a teacher is sent into their classroom to work with advanced students in small groups. Virginia Roach, executive director of the Johns Hopkins Center for Talented Youth, which operates programs for high achieving students, commended the study in an email.
She said the disappointing results are a sign that teachers need better training to teach gifted students differently. The research consensus, by contrast, argues for propelling high achieving children ahead. This story about gifted programs was written by Jill Barshay and produced by The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education.
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But that doesn't mean it's free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that. Join us today. She taught algebra to ninth-graders for More by Jill Barshay.
At The Hechinger Report, we publish thoughtful letters from readers that contribute to the ongoing discussion about the education topics we cover. Please read our guidelines for more information.
By submitting your name, you grant us permission to publish it with your letter. We will never publish your email. You must fill out all fields to submit a letter. I am a retired elementary school Principal and post retirement a Consultant to Charter Schools. My son was in public school gifted programs from age and AP courses in high school.
He was challenged, always read 2 years above grade level, developed critical thinking skills. The elementary program was mostly project based and my son was always leaning something new. I had gifted programs in my own schools with outstanding teachers.
There was racial and ethic diversity in the programs. I do believe teachers make a difference and so do Principals. I wish you would distinguish between high achieving students and gifted students, there may be some overlap but the labels are not synonymous.
Giftedness is not about academics. Many gifted children do not have grades that most people expect. Many students who perform well academically are not gifted. Giftedness is about thinking outside the box. They often go hand in hand. Before you create another racial bias, gain an understanding of what constitutes giftedness. As a teacher of the gifted, a mother of gifted children, and an adult who grew up gifted in Mississippi before Mississippi had a gifted program, I know gifted.
And this is the crux of the problem when discussing gifted education really anywhere in the world. We must define our terms to have this conversation. Gifted education does not and cannot create gifted students. Gifted education merely educates gifted students given their unique needs.
Symptoms of unmet educational needs in gifted children include underachievement, disengagement, behaviours that can be mistaken for ADD, ASD, anxiety and depression. Gifted students can also have disabilities, including specific disabilities and even cognitive disabilities that will mask giftedness.
If we attempt to detect or measure giftedness via achievement, we will overlook students with these challenges. Achievement measures are also already biased against students of colour, low-income students, students who are immigrants and English-language learners and students experiencing homeless or frequent moves.
Achievement and cognitive tests also often have biases against girls. The result is an article like this, full of conflated and unclear claims that should be used to inform policy only at our peril.
It is common to hear about wealthy parents pushing for their children to be labeled as gifted, but this may not be the primary concern of parents who come from poorer backgrounds.
Moreover, teachers may not be trained in identifying giftedness in minority children and may interpret it incorrectly. For example, what is deemed precocious behavior in a white child may be seen as acting out behavior in a minority student. Teacher bias is a contentious topic in gifted education. White teachers may have a conscious or unconscious bias against nominating minority children to gifted programs.
A Vanderbilt University study found that a high-scoring white student was twice as likely as a similar scoring black student to be identified as gifted. Those same researchers found that the bias disappeared when the teacher was black. Racial profiling, whether done intentionally or not, is a real phenomenon that may be contributing to the inequity in gifted programs. Gifted Education has its proponents and its detractors.
Although it is under attack by certain educators, it does not appear to be disappearing anytime soon. There is a genuine need for programs in K education that can help advanced learners thrive. Although being identified as gifted can lead to unrealistic expectations, it can also help a student reach their potential. Evidence suggests that gifted programs help students with academic achievement, socialization, and future success.
Unfortunately, many gifted programs lack the necessary resources and are taught by teachers without the proper training. The current methods for identifying gifted learners is highly flawed.
Minority children and those of low socioeconomic backgrounds are underrepresented in gifted programs for a variety of reasons. It is imperative that qualified minorities and people of low socioeconomic status receive appropriate gifted services.
There is a gap in the social and economic status for minorities in this country. The proper identification and implementation of gifted services is one small way to begin to reduce this inequality.
Pros and Cons of Gifted Learning Programs in Schools by Becton Loveless Let's be honest, the majority of parents want their children to participate in a school gifted education program. Academic Challenge One of the complaints you often hear from gifted children is that the work is too easy and they don't feel they are being challenged academically. Academic Engagement Another frequent criticism of general education is that it is boring.
Raises Level of Instruction Teachers are forced to raise their level of instruction when educating gifted students. Student Achievement Although this is a controversial subject mainly because there is research to support both sides of the argument , there is evidence to suggest that students in gifted programs exhibit higher levels of achievement than their peers.
Future Success There appears to be a link between students who obtain gifted education services and post-graduate academic success. Socialization Gifted children often have different interests than non-identified peers. Expectations Expectations play a huge role in how parents treat their children.
Lack of Work Ethic Although this certainly does not apply to every child, some gifted kids don't learn to work hard because tasks come easily to them at a young age. Gifted Programs Are Underfunded Gifted services are determined at the state and local level.
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