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Gifted & Talented

From DA

Why aren’t more black students identified as gifted?

Alison DeNisco
April, 2016
In Virginia’s Fairfax County Public Schools, students in the gifted program study a local pond ecosystem. The district created a Young Scholars initiative in 2000 to increase the proportion of historically underrepresented students in K8 gifted programs.

Black elementary school students are half as likely as their white peers to be assigned to gifted elementary programs in math and reading—even with comparably high test scores. But the racial gap in giftedness disappears when black students have a black teacher, according to a study.

Involving all students in advanced activities

Joseph S. Renzulli
January, 2016
Joseph Renzulli is the director of the Neag Center For Creativity, Gifted Education, and Talent Development at the University of Connecticut.

Applying the pedagogy of gifted education to all classrooms can lead to total school improvement. That is the aim of my work, an enrichment-infusion process called the “schoolwide enrichment model,” or SEM.

How schools maximize gifted talent

Alison DeNisco
June, 2015
Gifted students from Fairfax County Public Schools in Virginia study a local pond ecosystem and its feeder stream.

The U.S. public school system’s focus on struggling students leaves high-achievers—especially minorities, the economically disadvantaged and English-language learners —without a challenging enough education, experts say.

Defying national trend, Minnesota increases gifted programs

Alison DeNisco
May, 2014
Gifted students in the Navigator Program at Minnetonka Public Schools take fast-paced courses with gifted-certified teachers.

The number of full-time academic programs for gifted students has grown substantially in Minnesota over the past 10 years—a rare case amid a lack of federal funding and recent cuts to similar programs nationwide.

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