Category Archives: High Academic Ability

And alternative to “gifted” this category denotes individuals with an IQ two standard deviations from the mean.

Schools Should Use Both Ability Grouping and Acceleration to Help Academically Talented Students

What effective educational technique has been proven time and time again to benefit the academic achievement of millions of students in U.S. schools, yet is rarely used? Ability grouping. If committed educators could be easily trained to implement a low-cost intervention that boasted consistent learning gains for all students, headlines would herald the discovery of… Read More »

“A Nation Empowered” is Now Available

The first study (funded, in part, by the Templeton Foundation) highlights disparities between the research on acceleration and the educational beliefs and practices that often run contrary to the research. The new study provides an update to this work and tells the story of how well we have applied what we have learned. I’ve just ordered my two volume set – but if the following Twitter conversation with Belin-Blank Center is any indication, the new update will show schools continue to deny gifted students the opportunity to accelerate in spite of research proving its effectiveness.

A New Guidebook for Gifted Philanthropy

In a retrospective post written in October on the World of Learning blog (Three Decades of Indifference) I laid out a dismaying set of missed opportunities and our resultant failure to serve academically gifted students in spite of the alarming call to action published in A Nation at Risk 30 years ago.

The very next day I received a copy of Closing America’s High-Achievement Gap, written by noted education expert Andy Smarick. Chock full of resources and ideas for donors to spur high-achieving students into appropriate learning environments, this publication from The Philanthropy Roundtable is available as a free download and should be required reading for any gifted advocate, education policy influencer, parent or teacher of academically gifted students.

What You Don’t Know About Your School Can Hurt You

Really, who dives deeply into these topics? Although I admire and totally see the necessity of internationally normed assessments – who beyond the academics creating the studies understand the caveats and exceptions that filter in to these results? As predictable as swallows to Capistrano, PISA results are published, pols and educators wring their hands in dramatic fashion and education writers brush up on the latest and greatest innovation in the works that will solve all our competitive problems.