Hoagies logo
Shop Amazon and support Hoagies' Page. Thanks!

ParentsEducatorsKids Fun!What's New?Gifted 101CommunityConferencesShop Hoagies!PC SecurityAbout
                 ↑Teachers find help here                           ↑ Everyone needs community

Barnes & Noble

Click on Shop Hoagies' Page before you visit your favorite on-line stores including Amazon and many more of your favorite stores.  Thanks for making Hoagies' Gifted community possible!

Your donations help keep Hoagies' Gifted Education Page on-line.

Support Hoagies' Page!

ERIC logo

GT-Placement (updated August 1998)

My child has just been identified as "gifted and talented." How do we decide 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 can offer.

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 possible.

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 citations.

You can search the ERIC database yourself on the Internet through either of the following web sites:

ERIC Citations

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:

ERIC Search Terms Used

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).

ED405706 EC305426
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 Youth.
Jul 1996; 19p.
EDRS Price - MF01/PC01 Plus Postage.
Language: English
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

ED387992 EC304347
Acceleration--A Viable Option for Gifted Children.
White, Linda A.
30 Aug 1995; 36p.
EDRS Price - MF01/PC02 Plus Postage.
Language: English
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

EJ497619 EC610411
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.
ISSN: 0278-3193
Available From: UMI
Language: English
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

ED388019 EC304374
Qualitative Extension of the Learning Outcomes Study. Research Monograph 94110.
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), Washington, DC. 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.
Language: English
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 published separately.
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; *Teaching Models

EJ469084 HE531678
Ability Grouping: A Tool for Educational Excellence.
Gallagher, James J.
College Board Review, n168 p21-27 Sum 1993
ISSN: 0010-0951
Language: English
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 differences.
Descriptors: *Academic Ability; *Acceleration (Education); *Classification; Elementary Secondary Education; *Gifted; *Grouping (Instructional Purposes); *Homogeneous Grouping; Outcomes of Education

EJ462533 EC605824
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
ISSN: 0278-3193
Language: English
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

EJ482587 TM517825
Exploring the Link between Giftedness and Self-Concept.
Hoge, Robert D.; Renzulli, Joseph S.
Review of Educational Research, v63 n4 p449-65 Win 1993
ISSN: 0034-6543
Language: English
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 Analysis; Elementary Secondary Education; *Exceptional Child Research; *Gifted; *Identification; Individual Differences; Labeling (of Persons); Meta Analysis; Research Methodology; *Self Concept; Self Esteem; *Student Placement

ED357514 EC302056
Research in Progress: Development of Giftedness in the Multi-Age, Multi-Ability Primary School.
Schack, Gina D.
Feb 1993
23p.; Paper presented at Esther Katz Rosen Annual Symposium on the Psychological Development of Gifted Children (2nd, Lawrence, KS, February 28- 29, 1992).
EDRS Price - MF01/PC01 Plus Postage.
Language: English
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

EJ445881 EC603244
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.
ISSN: 0892-9580
Language: English
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 underachievement by 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; Elementary Secondary Education; *Gifted; Prevention; Student Adjustment; *Student Placement; *Underachievement

EJ439466 EC602138
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
ISSN: 0892-9580
Language: English
Journal Announcement: CIJJUN92
Target Audience: Parents
This article offers guidelines on locating the most appropriate educational program for gifted students. It recommends first a thorough assessment of the student's abilities and then presents a checklist which considers program admission standards, 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

ED334796 EC300542
Testing for Giftedness: The Pros, Cons and Concerns.
Shaughnessy, Michael F.; Fickling, Kris L.
1991; 13p.
EDRS Price - MF01/PC01 Plus Postage.
Language: English
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 programs. Factors to consider in deciding whether to have a child tested are considered, with examples given of students whose individual situations and personalities either do not qualify them for the "gifted" label but who go on to high achievement or who do not achieve in the gifted program despite the "gifted" label. Important points about 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; Test Interpretation

EJ392215 EC220180
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
Language: English
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 controls.
Descriptors: *Cognitive Development; Comparative Analysis; Elementary Education; *Gifted; Mainstreaming; *Outcomes of Education; Program Evaluation; *Quality of Life; Self Concept; *Special Classes; Special Programs; Student Attitudes

EJ395225 EC220820
Child Adjustment and Parent Use of the Term "Gifted."
Cornell, Dewey G.
Gifted Child Quarterly, v33 n2 p59-64 Spr 1989
Language: English
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, approximately 25-30 percent refrained from using the term. Children whose parents used the term were consistently less well adjusted on both self-report and peer-report measures.
Descriptors: Elementary Secondary Education; *Emotional Adjustment; *Gifted; *Labeling (of Persons); *Parent Attitudes; Parent Child Relationship; Peer Relationship; *Self Concept

Top of Page   Back to ERIC Menu   Back to Hoagies' Gifted Education Page

copyright 1998
ERIC Clearinghouse on Disabilities and Gifted Education

Barnes & Noble

Recommended best links, also visit Hoagies' Don't Miss! Recommended best products, also visit Hoagies' Shopping Guide: Gifts for the Gifted

Print Hoagies' Page
business cards...

Hoaiges' Page business card
prints on Avery 8371
or similar cardstock

Visit this page on the Internet at
Hoagies' Gifted, Inc. is a non-profit organization recognized under Section 501(c)(3) of the U.S. Internal Revenue Code.
Your contribution is tax-deductible to the fullest extent allowed by law.

Contact us by e-mail at Hoagies' Gifted, Inc.
Subscribe to our Facebook, Twitter, LinkedIn, or Pinterest pages for more interesting links
Copyright 1997-2020 by Hoagies' Gifted, Inc., All Rights Reserved. Click for Privacy Policy