The author says, “It is my hope that this series of posts on gifted children helps answer some common questions for the parents of gifted youth, establish some camaraderie, dialogue, and strategy among us for nurturing them, and perhaps inspire our educators to seek more creative, cost-effective, and successful programming in our public and private educational systems.” Learn more…
Watch Capitol Access Episode 120: School for the Gifted.
Denis and Lydia interview Kate Baker Richards, founder and executive vice-chair of the nonprofit Scholars’ Academy NH, a private school for gifted children. Topics include identifying gifted children, the special needs of gifted children, and differing education methodologies.
Some 33 to 50 percent of intellectually precocious children will fail at least once in their academic career. According to a 2003 study, a mere 40 percent of gifted children will complete an undergraduate degree or pursue graduate studies. The rest drop out.
ScienceDaily (June 2, 2009) — For more than a century, the notion that females are innately less capable than males at doing mathematics, especially at the highest levels, has persisted in even the loftiest circles.
Now, however, in an analysis of contemporary data published June 1 in the Proceedings of the National Academy of Sciences, researchers from the University of Wisconsin-Madison report that the primary cause for the gender disparity in math performance at all levels is culture, not biology.
“It’s not an innate difference in math ability between males and females,” says Janet Mertz, a UW-Madison professor of oncology and one of the authors of the article that analyzes and summarizes recent data on math performance at all levels in the United States and internationally. “There are countries where the gender disparity in math performance doesn’t exist at either the average or gifted level. These tend to be the same countries that have the greatest gender equality.”
Year after year, Rhode Island lags far behind other states in supporting high-ability learners. Our state’s gifted-education policy was last revised in 1982, requires no specialized instruction for gifted students and – perhaps most telling – dedicates not a single dollar to gifted education. Teachers are not required to have any training in gifted education, and even the part-time state position focused on gifted has sat vacant for more than a year.
As of the most recent state report card issued by the National Association for Gifted Children, Rhode Island ranks at the bottom in nearly all categories, earning the state the dubious label of “most in need” with regard to critical indicators of quality gifted-education. Diana Reeves, Providence Journal 6/09/08