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A Nation Deceived: How Schools Hold Back America’s Brightest Students. by. Nicholas Colangelo Susan G. Assouline The University of Iowa Miraca U.M. Gross University of New South Wales. A Nation Deceived http://www.nationdeceived.org. Time Magazine Education Week New York Times

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a nation deceived how schools hold back america s brightest students

A Nation Deceived: How Schools Hold Back America’s Brightest Students

by

Nicholas Colangelo

Susan G. Assouline

The University of Iowa

Miraca U.M. Gross

University of New South Wales

a nation deceived http www nationdeceived org
A Nation Deceivedhttp://www.nationdeceived.org

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

a nation deceived
Time Magazine

Education Week

New York Times

Boston Globe

Radio

Keynotes

Evaluation in Progress

A Nation Deceived

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

website
Website
  • www.NationDeceived.org
  • VISITS – 1,500,000
  • DOWNLOADS – 63,000
  • PRINT COPIES – 42,000

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

slide5
“We must not be content with any system of universal education that provides identical treatment for all pupils.”

Leona E. Tyler (1974)

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

slide6
“Help students learn only what they don’t already know.”

Julian C. Stanley

“Acceleration is about children, not statistics.”

Templeton Report

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

definitions
Definitions

“Progress through an educational program at rates faster or at ages younger than conventional.”(Pressey, 1949)

“… to provide an appropriate level of challenge, and to reduce the time period necessary for students to complete traditional schooling.”

National Association for Gifted Children

Position Paper 11/92

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

18 types of acceleration
18 Types of Acceleration

Examples:

  • Early entrance to school
  • Grade-skipping (whole-grade acceleration)
  • Subject matter acceleration
  • Self-paced instruction
  • Curriculum compacting
  • Mentoring
  • Advanced Placement / Post-secondary courses
  • Early entrance to college

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

subject based acceleration
Subject-Based Acceleration

Provides student advanced content, skills and understandings before expected age or grade level

  • Early entrance to kindergarten or first grade
  • Single-subject acceleration
  • Compacted curriculum
  • Distance learning
  • Talent search programs
  • Independent study/Mentoring

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

grade based acceleration
Grade-Based Acceleration

Shortens the number of years a student remains in the K-12 school system

  • Grade skipping
  • Multi-grade classrooms
  • Grade telescoping (2 years in one)
  • Early admission to college

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

types of acceleration
Types of Acceleration

Group

Individual

Student

Single-Subject

Acceleration

Grade-Skipping

Early Entrance

Mentoring

AP

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

slide12
“No paradox is more striking than the inconsistency between research findings on acceleration and the failure of our society to reduce the time spent by superior students in formal education”

M.J. Gold

Education of the Intellectually Gifted (1965)

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

slide13
“Acceleration is one of the most curious phenomena in the field of education. I can think of no other issue in which there is such a gulf between what research has revealed and what most practitioners believe. The research on acceleration is so uniformly positive, the benefits of appropriate acceleration so unequivocal, that it is difficult to see how our educators could oppose it.”

James H. Borland

Professor

Teachers College, Columbia University (1989)

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

meta analytic studies of acceleration
Meta-Analytic Studies of Acceleration

“Meta-analytic reviews have consistently concluded that educational acceleration helps students academically without shortchanging them socially and emotionally.”

James A. Kulik

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

meta analytic studies of acceleration15
Meta-Analytic Studies of Acceleration

“Meta-analytic studies also show that other provisions for the gifted are less effective than acceleration.”

“No other arrangement for gifted children works as well as acceleration.”

James A. Kulik

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

academic effects
Academic Effects

“The studies reported here provide educational decision-makers with a large, research-supported menu of accelerative options that may result in significant academic achievement for gifted learners.”

Karen B. Rogers

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

social emotional effects
Social-Emotional Effects

“None of the options has been shown to do psychosocial damage to gifted students as a group; when effects are noted, they are usually (but not invariably) in a positive direction.”

Nancy M. Robinson

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

long term effects
Long-Term Effects

“Adult surveys of gifted individuals reveal that they do not regret their acceleration. Rather, they regret not having accelerated more.”

(Lubinski, Webb, et al., 2001)

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

radical acceleration
Radical Acceleration

“[Radical accelerants] achieve high, sometimes extraordinary, levels of academic success at college and university.”

“Radical accelerants socialize well with their older classmates.”

Miraca U.M. Gross

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

early entrance to school
Early Entrance to School

“Practically every reviewer of this literature [early entrance to school] has weighed in favorably about the practice of permitting early entrance, but invariably with caveats.”

Nancy M. Robinson

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

early entrance to school21
Early Entrance to School

“As our results show clearly, early entrants are definitely not the students most at risk for adjustment problems.”

Gagné & Gagnier, 2004

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

grade skipping
Grade-Skipping

“Not only was academic achievement more positive for the grade skipped learners, but also their social adjustment and academic self-esteem were more positive.”

Karen B. Rogers

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

grade skipping23
Grade-Skipping

“The Iowa Acceleration Scale (IAS) has been found to be a highly effective decision-making instrument.”

Nicholas Colangelo, Susan G. Assouline, & Ann E. Lupkowski-Shoplik

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

iowa acceleration scale ias
Iowa Acceleration Scale (IAS)
  • Instrument to help schools make effective decision regarding a grade-skip.
  • The IAS and manual (2nd edition) are available from Great Potential Press
  • http://www.giftedbooks.com

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

advanced placement ap
Advanced Placement (AP)

“AP is viewed as the best large-scale option currently available for challenging academically prepared youth while they are still in high school.”

(Benbow & Stanley, 1983; National Research Council, 2002)

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

advanced placement ap26
Advanced Placement (AP)

“Those who did participate [in AP] more frequently expressed satisfaction with the intellectual caliber of their high school experience, compared with those who did not.”

(Bleske-Recheck, Lubinski, & Benbow, 2004)

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

early entrance to college
Early Entrance to College

“Clearly, the research on groups of early entrants … strongly suggests that many of [the students] were highly successful academically without experiencing concomitant social or emotional difficulties.”

Linda E. Brody, Michelle C. Muratori, & Julian C. Stanley

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

3 most difficult decisions
3 Most Difficult Decisions
  • Early entrance to school
  • Grade-skipping
  • Early entrance to college

Lower in Difficulty

    • Subject-matter acceleration
    • AP/IBP
    • Dual enrolled in college courses

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

decision making factors policies on acceleration
Decision-Making Factors:Policies on Acceleration
  • Cost  Minimal
  • Needed Personnel  None
  • Research Evidence  Highly Positive
  • Public Beliefs  Generally Negative
  • Educator Views  Strongly Negative

James J. Gallagher

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

equity
Equity

“Acceleration levels the playing field of opportunity because any cost to the family or school is minimal”

Nation Deceived (2004)

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

cost effectiveness of acceleration
Cost Effectiveness of Acceleration
  • To the student/family
  • To the school system
  • To the community

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

why do schools hold back our brightest students
Why Do Schools Hold Back Our Brightest Students?
  • Not aware of the research
  • Aware of the research but dismiss it
  • Does not fit with personal preferences / philosophy
  • Does not fit with political agenda
  • Colleges of Education

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

why do schools hold back our brightest students33
Why Do Schools Hold Back Our Brightest Students?
  • Gaps in knowledge
  • Social/emotional adjustments
  • Long-term effects
  • Hurrying or pressuring children
  • Status quo causes no harm
  • Unfair to other students

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

goal of the templeton national report on acceleration
Goal of the Templeton National Report on Acceleration

Change conversations in schools about acceleration and gifted students.

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

goal of the templeton national report on acceleration35
Goal of the Templeton National Report on Acceleration

Educators would ask three questions:

  • Is the student ready?
  • Which type of acceleration?
  • What can we do as a school to ensure that acceleration will work for this student?

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

what to do
What to Do
  • Know the research
  • Consider types of acceleration
  • Personal attitudes/System policies
  • Build an effective relationship with parents of high ability students

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development

open your minds
Open your minds…

Thank You!

The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development