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GT-Placement (updated August 1998)
My child has just been identified as "gifted and talented." How do we
whether to enroll her in the gifted program? How do we decide about
acceleration? I am concerned that my child will be separated from friends and
classmates and may be teased by other children. I am also concerned that my child
will feel pressured by the work, to a point that she dislikes school. Also my
child does not want to leave her current school, and does not want to be
classified any differently than her friends.
Please help me with the pros and cons of these issues, and any other guidance you
Choosing educational options for children is a complex process, but here are some
ideas to consider:
The decision to enroll a child in a gifted program is not irreversible. If the placement doesn't
work out, the child can always go back to the regular education classroom. The reverse is rarely
true. If you opt to keep your child in the regular education classroom, and your child quickly
becomes bored, transferring to the gifted classroom during the same school year may not be
Research indicates the following:
- Gifted students benefit from learning together and should be placed with similar students in their
areas of strength.
- It has been extremely difficult for regular education teachers to differentiate curriculum to meet
the needs of gifted students in mixed ability classrooms.
- Many gifted students think and learn differently from their chronological age mates who are not
gifted. They tend to better understand, accept, and use their learning differences as assets when
they are grouped together. When they are provided with consistent appropriate academic
challenge, they tend to be more comfortable with themselves (and others).
- When cooperative learning has been used in the regular education classroom, gifted students
often become tutors and learn less academic content. The other students may depend on them to
do most of the work, or do the work that is difficult, and therefore the regular education students
also learn less academic content.
- Gifted students frequently know many of the concepts introduced in the regular education class
and waste a lot of time. They often develop bad habits, such as constant daydreaming.
- Gifted students are more likely to socialize "normally" when they are with students who share
their interests and learning style. This is most likely to occur with intellectual age mates,
regardless of chronological age.
Following are links to related ERIC Digests, Internet resources, and Internet discussion groups,
as well as selected citations from the ERIC database and the search terms we used to find the
You can search the ERIC database yourself on the Internet through either of the following web sites:
The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:
The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
ERIC Search Terms UsedTop of Page Back to ERIC Menu Back to Hoagies' Gifted Education Page
This FAQ comprises various concepts that share the term gifted. For more
information on any of the concepts (such as homogeneous grouping),
select one or more of the descriptors at the bottom
of the citation and combine it with gifted (gifted AND homogeneous grouping).
Questions for Your Child's School: A Guide for Parents Who Value Learning.
Sykes, Charles J.; Durden, William G.
Johns Hopkins Univ., Baltimore, MD. Inst. for the Academic Advancement of
Jul 1996; 19p.
EDRS Price - MF01/PC01 Plus Postage.
Document Type: NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; Maryland
Journal Announcement: RIEAUG97
Target Audience: Parents
This booklet provides a list of questions parents should entertain in assessing and
choosing a school for their child. The questions apply to schools in both the public
and private system and span the full range of kindergarten through twelfth-grade
institutions. They are meant to assist parents in evaluating whether the school is
providing a demanding education that emphasizes traditional academic subject areas.
The questions address the mission statement and goals of the school, the intellectual
life of the school (including how the school deals with students with learning
disabilities and gifted students), the ethical life of the school, the preparation
and attitudes of the administration and faculty, student assessment, the school's
approach to parents, the use of technology, and the costs of education and
extracurricular activities. Many questions are followed with comments that point out
important related concerns.
Descriptors: *Disabilities; Educational Environment; Elementary Secondary Education;
*Evaluation Criteria; *Gifted; *Institutional Characteristics; *Parent Participation;
Parent School Relationship; *School Choice; School Culture; School Effectiveness
Acceleration--A Viable Option for Gifted Children.
White, Linda A.
30 Aug 1995; 36p.
EDRS Price - MF01/PC02 Plus Postage.
Document Type: REVIEW LITERATURE (070)
Geographic Source: Canada; Ontario
Journal Announcement: RIEMAR96
This review of the literature focuses on research findings concerning the
long-term academic, social, and emotional effects of acceleration, as well as
the results of non-acceleration, on gifted children. Access to accelerated
programs in Canada and the United States was also investigated. The review led
to the following conclusions: (1) academic outcomes of acceleration are
positive; (2) no carefully executed research has been conducted that has found
negative social and/or emotional outcomes of acceleration of gifted children;
(3) gifted children who are not intellectually stimulated and challenged may
become underachievers and not fulfill their potential; and (4) acceleration is
not widely used in Canada or the United States. Especially noted is the
widespread opposition to acceleration by educators despite research which
clearly finds that their concerns are unfounded.
Descriptors: Academic Achievement; *Academically Gifted; *Acceleration
(Education); Access to Education; Age Grade Placement; Early Admission;
*Educational Methods; Elementary Secondary Education; Emotional Development;
Instructional Effectiveness; *Outcomes of Education; Social Development;
Student Placement; Theory Practice Relationship; Underachievement
Follow-Up Insights on Rapid Educational Acceleration.
Charlton, Jane C.; And Others
Roeper Review, v17 n2 p123-30 Dec 1994
Special Issue: Affective Dimensions of Being Gifted.
Available From: UMI
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION
Journal Announcement: CIJJUN95
This article provides information about educational and career outcomes of 12
youths, identified in the Study of Mathematically Precocious Youth and Center
for Talented Youth, who received rapid educational acceleration. Also, three
young adults who were accelerated share their experiences, concluding that such
advancement was optimal for them but may not be the ideal path for other
Descriptors: *Acceleration (Education); Career Development; Elementary
Secondary Education; *Gifted; Higher Education; *Mathematics; Mathematics
Education; *Outcomes of Education; Personal Narratives
Identifiers: *Extremely Gifted
Qualitative Extension of the Learning Outcomes Study. Research Monograph
Delcourt, Marcia A. B.; Evans, Karen
National Research Center on the Gifted and Talented, Storrs, CT. Nov 1994
235p.; Executive Summary on p.ix-xxvi also published separately.
Sponsoring Agency: Office of Educational Research and Improvement (ED),
Contract No: R206R00001
Available From: NRC/GT, University of Connecticut, 362 Fairfield Road, U-7,
Storrs, CT 06269-2007.
EDRS Price - MF01/PC10 Plus Postage.
Document Type: RESEARCH REPORT (143); TEST, QUESTIONNAIRE
Geographic Source: U.S.; Connecticut
Journal Announcement: RIEMAR96
This report describes an extension of the Learning Outcomes Study (a
nationwide longitudinal investigation of 1,010 students just entering programs
for gifted learners in grades 2 and 3) to investigate excellence within each of
the four program types considered: within-class programs, pull-out programs,
separate classes, and special schools. The qualitative extension focused on an
"exemplary" model from each of the program types. Two program evaluation
tools, the Program Profile Form and Program Satisfaction Survey (with versions
for students, parents, teachers, and administrators), were created to document
key program components. Program profiles included a description of each
program's setting and general procedures (identification process, curricular
options, staff selection, school demographics) and five criteria: leadership,
atmosphere and environment, communication, curriculum and instruction, and
attention to student needs. In addition, ways that all selected programs
addressed the needs of diverse populations of students were addressed.
Appendices provide additional information on program demographic information,
program profiles, the interview questions used, the program satisfaction
surveys, and other research aspects of the study. Executive Summary is also
Descriptors: Academic Achievement; *Delivery Systems; Demonstration Programs;
*Educational Quality; *Gifted; *Grouping (Instructional Purposes); Longitudinal
Studies; Mainstreaming; Outcomes of Education; Participant Satisfaction;
Primary Education; Program Effectiveness; Program Evaluation; Qualitative
Research; Special Classes; Special Schools; Standards; Student Placement;
Ability Grouping: A Tool for Educational Excellence.
Gallagher, James J.
College Board Review, n168 p21-27 Sum 1993
Document Type: EVALUATIVE REPORT (142); POSITION PAPER (120);
Journal Announcement: CIJJAN94
It is argued that lack of sustained academic effort, not student grouping, is
the major reason for differences in student performance. Ability grouping is
seen as a useful tool, especially in accelerated programs for bright children,
that should not be rejected in favor of approaches that ignore individual
Descriptors: *Academic Ability; *Acceleration (Education); *Classification;
Elementary Secondary Education; *Gifted; *Grouping (Instructional Purposes);
*Homogeneous Grouping; Outcomes of Education
All Rivers Lead to the Sea: A Follow-Up Study of Gifted Young Adults.
Noble, Kathleen D.; And Others
Roeper Review, v15 n3 p124-30 Feb-Mar 1993
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJSEP93
Target Audience: Researchers
This follow-up study of gifted students who had either entered the University
of Washington before age 15 (n=61), qualified for early entrance but chose the
normal high school path (n=36), or were nonaccelerated National Merit
Scholarship finalists (n=27) found that early entrants entered graduate school
in greater numbers than did the other groups.
Descriptors: *Acceleration (Education); Beliefs; *College Admission; *Early
Admission; Followup Studies; *Gifted; Graduate Study; Graduate Surveys; High
Achievement; Higher Education; Outcomes of Education; Participant Satisfaction;
Secondary Education; Student Attitudes; *Student Development
Identifiers: National Merit Scholarship Program; University of Washington
Exploring the Link between Giftedness and Self-Concept.
Hoge, Robert D.; Renzulli, Joseph S.
Review of Educational Research, v63 n4 p449-65 Win 1993
Document Type: REVIEW LITERATURE (070); EVALUATIVE REPORT (142);
Journal Announcement: CIJAUG94
This meta-analysis with literature review considers whether the self-concepts of
gifted and nongifted children differ and explores the effects on self-concept of
labeling a child as gifted and placing the child in special programs. Studies
indicate a generally higher academic self-concept among gifted students.
Descriptors: Ability; Ability Grouping; *Academic Achievement; Comparative
Elementary Secondary Education; *Exceptional Child Research; *Gifted;
Individual Differences; Labeling (of Persons); Meta Analysis; Research
*Self Concept; Self Esteem; *Student Placement
Research in Progress: Development of Giftedness in the Multi-Age, Multi-Ability
Schack, Gina D.
23p.; Paper presented at Esther Katz Rosen Annual Symposium on the
Psychological Development of Gifted Children (2nd, Lawrence, KS, February 28-
EDRS Price - MF01/PC01 Plus Postage.
Document Type: CONFERENCE PAPER (150); RESEARCH REPORT
Geographic Source: U.S.; Kentucky
Journal Announcement: RIEOCT93
This research examines how a developmentally appropriate educational program
in the early years can affect the development of gifted children. The
qualitative research specifically focused on a multi-age, multi-ability setting
with partial implementation of a whole language program, a systematic writing
process and with some flexibility in grouping of students. Eleven teachers and
approximately 260 students in an ungraded primary school were involved, with 3
first year and 30 second year students identified as gifted. The study found
that gifted children followed a somewhat accelerated curriculum. Teachers felt
that there were definite social benefits to integrating the gifted and
nongifted students. The multi-age, multi-ability setting seemed to allow young
students not identified as gifted to progress more rapidly than they might have
in a traditional graded classroom, as they were exposed to higher level
instruction. There was little evidence of the development of creative
productivity or multiple intelligences other than linguistic and logical-
mathematical. Interviews with teachers indicated their willingness to allow
students to do above-grade level work and to use higher level materials with
some children. Interview questions are provided in an appendix.
Descriptors: Curriculum; *Educational Methods; Elementary Schools; Elementary
School Students; *Gifted; Grouping (Instructional Purposes); *Heterogeneous
Grouping; Interpersonal Competence; *Multigraded Classes; *Outcomes of
Education; Primary Education; Student Development; Teacher Attitudes; Whole
Language Approach; Writing Processes
How Acceleration May Prevent Underachievement Syndrome.
Rimm, Sylvia B.; Lovance, Katherine J.
Gifted Child Today (GCT), v15 n2 p9-14 Mar-Apr 1992
Special Issue: Acceleration.
Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080)
Journal Announcement: CIJOCT92
Target Audience: Practitioners; Administrators
Acceleration may be an effective intervention in some cases of
gifted students. Lack of challenge is the primary indicator for consideration of
accelerative options. Acceleration is not appropriate for all gifted students, and
an adjustment period is common in successful acceleration. Brief case studies
illustrate acceleration at various levels.
Descriptors: *Acceleration (Education); Case Studies; Decision Making;
Secondary Education; *Gifted; Prevention; Student Adjustment; *Student
Advice to Parents in Search of the Perfect Program.
Silverman, Linda Kreger; Leviton, Linda Powers
Gifted Child Today (GCT), v14 n6 p31-34 Nov-Dec 1991
Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL
Journal Announcement: CIJJUN92
Target Audience: Parents
This article offers guidelines on locating the most appropriate educational
for gifted students. It recommends first a thorough assessment of the student's
abilities and then presents a checklist which considers program admission
philosophy, teachers, instructional methods, curriculum, and other factors.
Descriptors: *Check Lists; Decision Making; Elementary Secondary Education;
*Evaluation Criteria; *Gifted; Program Evaluation; *School Choice; *Selection;
Special Programs; Special Schools; Student Evaluation
Testing for Giftedness: The Pros, Cons and Concerns.
Shaughnessy, Michael F.; Fickling, Kris L.
EDRS Price - MF01/PC01 Plus Postage.
Document Type: POSITION PAPER (120)
Geographic Source: U.S.; New Mexico
Journal Announcement: RIEDEC91
Target Audience: Parents; Practitioners
A school psychologist and parent look at issues related to testing for
"giftedness," including labeling and placement (or non-placement) in special
Factors to consider in deciding whether to have a child tested are considered,
examples given of students whose individual situations and personalities either
not qualify them for the "gifted" label but who go on to high achievement or who
not achieve in the gifted program despite the "gifted" label. Important points
interpreting intelligence quotient scores are noted, as are considerations in telling
the child the results of the testing.
Descriptors: *Ability Identification; Decision Making; Elementary Secondary
Education; *Eligibility; *Gifted; Intelligence Tests; *Labeling (of Persons); Parent
Attitudes; Parent Student Relationship; Student Placement; *Talent Identification;
Evaluation of a Full-Time Self-Contained Class for Gifted Students.
VanTassel-Baska, Joyce; And Others
Gifted Child Quarterly, v33 n1 p7-10 Win 1989
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION
Journal Announcement: CIJNOV89
An elementary-school self-contained gifted class was compared to a control
group on a general test of cognitive ability. Program participants exhibited
significantly higher gains than did controls, and at the end of the program,
participants also rated the quality of their school life more highly than did
Descriptors: *Cognitive Development; Comparative Analysis; Elementary
Education; *Gifted; Mainstreaming; *Outcomes of Education; Program Evaluation;
*Quality of Life; Self Concept; *Special Classes; Special Programs; Student
Child Adjustment and Parent Use of the Term "Gifted."
Cornell, Dewey G.
Gifted Child Quarterly, v33 n2 p59-64 Spr 1989
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT
Journal Announcement: CIJJAN90
The study of 482 parents of children in a program for the gifted found that
although 90 percent of the parents thought of their children as gifted,
25-30 percent refrained from using the term. Children whose parents used the
were consistently less well adjusted on both self-report and peer-report
Descriptors: Elementary Secondary Education; *Emotional Adjustment; *Gifted;
*Labeling (of Persons); *Parent Attitudes; Parent Child Relationship; Peer
Relationship; *Self Concept
copyright © 1998
ERIC Clearinghouse on Disabilities and Gifted Education