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 »
My recommendation for “The Boy Who Played with Fusion” – a must read for any parent of a gifted child who has a driving thirst for more: knowledge, experience, learning.
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.
Cooke Foundation recently published “Equal Talents, Unequal Opportunities: A Report Card on State Support for Academically Talented Low-Income Students.” How did Ohio fare?
The report sets in place 18 indicators reflecting state policies and measurable student outcomes. The results are disheartening.
A report by Jonathan A. Plucker, Raymond Neag Endowed Professor of Education, University of Connecticut, seeks to shed light on what the Common Core State Standards (CCSS) will mean for high ability (gifted) students.
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.
Enrichment is what we do when we have nothing else in our toolkit to offer the gifted kid. It is the very least we can do for these children.
I believe we have to nurture our academically talented students if we have any expectation of improving our national ability to compete in the STEM fields.
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.
A consistent application of democratic education requires differentiation for all students – even the gifted ones. Schools that do not accommodate these learners place them in highly restrictive environments. No wonder they fail to thrive.