A nation deceived: how schools hold back America’s brightest by Nicholas Colangelo, Susan G. Assouline, Miraca U. M. Gross

By Nicholas Colangelo, Susan G. Assouline, Miraca U. M. Gross

In might 2003 on the college of Iowa a summit used to be hung on acceleration. Educators and students from round the nation have been invited to aid formulate a file on acceleration. They deliberated approximately what colleges want to know on the way to make the simplest judgements on instructing hugely able scholars. the colourful discussions ended in this booklet. (Description via http-mart)

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80% Male = 801 Female = 446 FIGURE 3. 60% 40% 20% 0% Neg. Ø Pos. Educational Planning Neg. Ø Pos. Career Planning Neg. Ø Pos. Social Development From Benbow, et al. (2000). , 2000, Psychological Science, 11, 474-480): A 20Year Longitudinal Study of the Top 1% (N = 1,975) in mathematical reasoning ability (some of whom were more verbally than mathematically precocious), identified throughout the 1970s (at age 13) [SMPY Cohorts 1 & 2]. 26 In this study, at age 33, participants who were accelerated were asked how they perceived acceleration to have affected their educational planning, career planning, and social development (Figure 3).

This study is important in several respects: it consists of SMPY’s most able cohort (Mean IQ > 180), and it was the first longitudinal follow-up where the profoundly gifted had been systematically assessed on specific abilities with a sample large enough for meaningful generalizations. Figure 1 illustrates the heterogeneous collection of accelerative opportunities taken advantage of by this special population. And the intensity of these experiences was extraordinary. PARTICIPATION IN ACCELERATIVE Across both sexes, +80% took advanced subject-matter placement and AP exams for college credit, and +50% took college courses while in high school.

Intellectual talent: Psychometric and social issues. Baltimore: Johns Hopkins University Press. Cronbach, L. , & Snow, R. E. (1977). Aptitudes and instructional methods: A handbook for research on interactions. New York: John Wiley & Sons. Benbow, C. , & Lubinski, D. (1997). Intellectually talented children: How can we best meet their needs? In N. Colangelo & G. A. , pp. 155–169). Boston: Allyn and Bacon. Dawis, R. V. (1992). The individual differences tradition in counseling psychology. Journal of Counseling Psychology, 39, 7–19.

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