Read more about acceleration. Curriculum Compacting This important instructional strategy condenses, modifies, or streamlines the regular curriculum to reduce repetition of previously mastered material.
Read more about curriculum compacting. Grouping gifted children together allows for more appropriate, rapid, and advanced instruction, which matches the rapidly developing skills and capabilities of gifted students.
Read more about grouping. Identification Identification is a critical component of effective gifted education programming. One size does not fit all. In addition to using assessments appropriate to the services provided, different strategies may be needed to ensure students with high potential are identified. Read more about best practices in identification.
Being in Chicago provides enrichment opportunities that could be missed elsewhere: Buckingham Fountain, Museum Campus, Magnificent Mile, and other significant locations. The academics are demanding with three-hour classes and homework. An interesting component of the Program is that it is taught by working artists, sometimes at performance venues in addition to regular classrooms, labs, and studios.
Overall, HSSI is a great place for rising artists, actors, and storytellers to develop their craft through hands-on experience, taught by professionals, and grounded in rigorous liberal arts. You can learn more about Columbia College summer programs here. Since , the University of Pennsylvania has educated thousands of souls who have contributed to our country and world. Founded by Benjamin Franklin, and located in historic Philadelphia on what is now about 1, acres with over buildings, the school has, and continues to be, a leader in education meeting real world needs in real time.
Penn is a world class university serving 22, students through four undergraduate schools, 12 graduate and professional schools, and many other related programs and centers. As one of the nine colonial colleges, the School has earned a great reputation as a leader in many fields, but especially in research, with over million spent in and over 4, faculty participating. Spearheaded and managed by the College of Liberal and Professional Studies LPS , rising high schoolers can choose from many summer options at the University of Pennsylvania.
The Summer Academies offer 9thth graders a three-week intensive, academically, and subject focused education. The Young Scholars Program is for any 10th and 11th grader motivated to take an Ivy League education taught by faculty alongside other college students. This program is difficult and offers the best classes and access to the Penn library and resources with full college credit for those who earn it. In addition to these three summer options, there are multiple other tremendous opportunities not through the LPS for leadership, business, and technology to name a few.
You can learn more about the University of Pennsylvania summer programs here. The University of California, San Diego is a large, public research institution. With over degrees, six undergraduate colleges following the concept of Oxford and Cambridge , five academic divisions, five graduate and professional schools, 34, students, and a campus over 2, acres, the University provides countless benefits and opportunities for a diverse population.
Originally founded by a marine biologist, the first school was known as Scripps Institute of Oceanography until Gordon, one of the largest supercomputers in the world. In sum, it is clear that UCSD deserves the recognition as a top public university in rigor and research in the United States and world. Programs are either one or three weeks and students can focus on their interests: Marine Biology, Journalism, Political Science, Engineering, Creative Writing, or Economics, to name a few.
Students take five hours of classes a day, participate in laboratories, engage in supervised filed trips, and attend social events such as a Padres game, Sea World, Balboa Park and the La Jolla Shores and Birch Aquarium. You can learn more about the University of California — San Diego summer programs here. Located in the historic city of St. Louis, Missouri, just five minutes away from the Gateway Arch on the Mississippi Riverfront, Saint Louis University is home to more than 8, undergraduates and 4, graduate students from all 50 states and 77 countries.
This private, Midwestern research university offers more than 90 undergraduate programs and nearly graduate programs. The student-faculty ratio is , and the average class size is 25 students.
For over 30 years the university has maintained a campus in Madrid, Spain. This program bridges the gap between high school honors courses and full-time college student status while providing participating students the opportunity of advancing academically before entering SLU as full-time students.
Students will receive college credit through the Young Scholars Program. This exceptional program is only available to students with a 3. At the end of the program, students will have a Saint Louis University transcript and a sample of what the college experience is like.
You can learn more about the Saint Louis University summer programs here. Founded in , the University of Nevada, Reno is a public research university that includes 16 clinical departments and five nationally recognized basic science departments.
The School was originally located in Elko, Nevada, about miles northeast of its present-day campus. Due to its prime location in the Nevada desert, it is home to a large-scale laboratory in the College of Engineering, which has put Nevada researchers at the forefront in civil engineering, earthquake, and large-scale structure testing and modeling. It is also home to one of the most powerful terawatt-class high-intensity laser systems on any college campus in the country.
Every summer, the University of Nevada, Reno hosts the THINK Summer Institute, where gifted students who are interested in a challenging academic summer programs can earn college credits while having the experience of a lifetime. Participants choose two courses, one taken in the morning and the other in the afternoon. The purpose of THINK is to provide a challenging academic experience while having fun and developing socially.
Group games and outside activities are planned for the evenings, along with weekend field trips to local attractions, including picturesque Lake Tahoe, Squaw Valley Olympic Village and historic Virginia City.
Of note is that there is available financial assistance. Energy and creativity come with New York City and form an atmosphere at the University that fuels a circle of creativity between the City and the University.
Imagine the advantages of having all the historic, financial, and artistic areas of NYC for a young person rising in the world. Out of the 3, plus schools of higher learning, NYU is one of only 60 who are members in the Association of American Universities. With many choices, some for credit, some in the States and some international, high schoolers have much to consider with NYU Summer Programs. The six-week Pre-College program for credit has over 30 academic options depending on interest.
The Tisch School of the Arts is a four-week residential program for credit for aspiring musicians and artists. Another option is the Urban Journalism Workshop, a day boot camp for writers at no cost.
A really robust program of gifted education in New York City would look totally different than what has happened over the past decade. Recommendations from experts at the National Association for Gifted Children, for example, describe a system of gifted education that is in many ways a polar opposite to what exists now.
Most experts will say you have to screen at a point when students have started to have a foundation of formal education together. Across the board, experts in gifted education say there should be multiple measurements because we know that for any one child, one particular measure might not be a good assessment of their ability and potential. This means that there might be a student who shows gifted behaviors in math but not in reading.
There is primarily one entry point with the ability to test in in later grades, but many fewer students actually enter at those points. Why do conversations about gifted and talented education focus so much on entry?
Is there anything to be said about what these students actually learn in the classroom? It should be about what is actually happening in the classroom in terms of instruction.
There were no resources or guidelines at a city level for what should be happening in a gifted classroom. So some schools might be knocking it out of the park with teachers that are really personally dedicated to this and pursuing ongoing education. What is common in other states and cities when it comes to gifted and talented education? And would you characterize those systems as fair? Less than 10 percent of districts nationwide have a model where they have separate schools and classrooms for gifted and talented programs for elementary schools.
I will say that nationwide, white, Asian students, and affluent students are overrepresented in gifted and talented programs. So this is a problem that is bigger than New York City. What is your reaction to Mayor Eric Adams suggesting that he wants to keep gifted and talented programs intact and just expand them to more neighborhoods? They opened up a bunch of new gifted and talented programs, but representation of Black and Latinx students plummeted during that same period of time. What gives me hope is that there is actually a lot of overlap between what advocates for equity want and what supporters of gifted and talented education want.
The practices that really deliver a much better form of education and support for advanced learners would actually be a huge step forward in terms of what equity and access would look like in the city.
The Adams administration is trying to make a stand and say we need to be supporting advanced learners. Why do we need these programs, especially when they seem to just sort and segregate students as early as age 4?
Why do these children need special attention? For me, the most compelling vision for gifted education and supporting advanced learners comes from researchers out of the University of Connecticut. This educational philosophy is firstly based on a shift in how we think about giftedness to begin with. These researchers, Joseph Renzulli and Sally Reis Renzulli, describe gifted behaviors as falling at the intersection of three different things.
MOST of these students, however, are destined to seek out other activities to fill their racing minds. Motivating gifted kids to see the importance of education, and more importantly the application of education, keeps them in school and on track. This has to start young and it has to include critical thinking, problem solving, teamwork, innovation, entrepreneurship, and all of the other skills that will make school lessons applicable and interesting. IF gifted students learn what they can do with the knowledge they are acquiring in the regular classroom, they will always want more.
Yet again, Hechinger Report slams gifted education without interviewing the families of children who need services, without reaching out to the many organizations who provide social and educational services, and asking about the unique needs of these students.
The focus is always on the most restrictive and biased programs and strong programs that have excellent access are not mentioned. LAUSD is the second largest district in the nation. It tests every second grade student.
It tests at parent and teacher request. Students can also access services by high achievement on state tests and to the arts via portfolio. It provides programs for 2E children. It provides programs for profoundly gifted students. Students can access services at their home school or attend specialized magnet programs. Students new to the district are offered testing. There are specialized magnets in everything from math, science, and humanities to performing arts and the zoo open to all students.
There are three accessible math pathways. Students attending Head Start programs do well but lose steam in grades when homework is given overall demographics.
W gifted will succeed despite it all, but the USA will lose. Our daughter was selected for the G and T program in her first week in school. She participated through middle school, then opted out.
She did not think the program did anything for her. We, her parents, were deceived by the implication that such a program would provide a more substantial education. It did not. For example, they demand knowledge of words, that is not intelligence, it is achievement. The effect is that students of color who have not had high quality educational experiences are at disadvantage and get lower scores and therefore do not score high enough to be selected.
It is that simple. To find ALL gifted students the intelligence tests must measure thinking not knowing. This can be achieved using tests that have been explicitly designed to measure thinking in a way that is not confounded by knowing.
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