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Common Core and America's High-Achieving Students - How will Common Core State Standards affect gifted students? The author cites four key points: Don't let the Core be an excuse to ditch gifted services. State and local leaders should get rid of policies that hurt gifted and talented students and strengthen those that help them. Schools should work harder to make differentiation "real." And schools should make use of existing materials that help teachers adapt the Core for gifted students. (Jonathan A. Plucker, Thomas B. Fordham Institute, February 2015)...

Falling Out of the Lead: Following High Achievers Through High School and Beyond - Tens of thousands of students of color and students from low-socioeconomic backrounds start high school in the top quarter of all students in math and reading. However something happens in those four years. They leave high school with lower AP exam rates, lower SAT/ACT scores and lower GPAs than their high-achieving white and more advantaged peers. Schools can serve these kids better, authors say. (Marni Bromberg and Christina Theokas, Education Trust, April 2014)...

A Nation Deceived: How Schools Hold Back America’s Brightest Students, Volume I - The harm of accelerating, the practice of progressing gifted students through material faster or at younger ages than usual, is a myth, contend the authors of this report. Twelve reasons why acceleration isn’t accepted in America are presented and in turn debunked. This report also contains research findings and rationales supporting the practice of acceleration for gifted students. A 190-page Volume II containing research summaries is also available. (Nicholas Colangelo, Susan G. Assouline and Miraca U. M. Gross, The Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development, College of Education, University of Iowa, October 2004)...

What We Know About Academically Talented Students: A Sample of Our Findings - The research findings listed here address the areas of (1) ability grouping/acceleration; (2) parents of gifted students; (3) social, emotional and personality traits of gifted students; (4) gifted-learning disabled students; and (5) students underrepresented in gifted programs. Among the findings is that acceleration has been demonstrated to be a successful practice for highly able students that does not result in negative emotional and social effects. (Center for Talented Youth, Johns Hopkins University, January 2007)...

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