.
Middle Schools

I also compared Rochester Community Schools to the top 17 districts in the state.  In there are three charter schools, which I left in since charter schools are becoming a greater competition for traditional public schools.  No private or parochial schools are included.  The districts are Achieve Charter Academy, Ann Arbor Public Schools, Birmingham City School District, Bloomfield Hills School District, Canton Charter Academy, East Grand Rapids Public Schools, Forest Hills Public Schools, Glen Lake Community Schools, Haslett Public Schools, Northville Public Schools, Novi Community School District, Okemos Public Schools, Rochester Community School District, Saline Area Schools, South Arbor Charter Academy, South Lyon Community Schools, and Troy School District.  These districts were chosen for averaging above 65% proficient in last year’s MEAP using the new cut scores.  RCS ranked only behind Canton Charter Academy.

The results were interesting.

Rochester Community Schools had slipped.  While RCS made small gains in the MEAP, state gains were larger and the top schools’ gains were even larger.  RCS went up an average of 0.27 percentage points per test, but the state went up 0.87 points, and the top schools went up 1.23 points.  (Numbers do not match completely due to rounding.)

For 2011, RCS is now in fifth place, ranking behind Canton Charter Academy, East Grand Rapids Public Schools, Noor International Academy, and Troy School District.

The data is below grouped by subject and grade.  I have also shown how RCS’s changes compared to the state’s changes and the top schools changes.  Negative numbers are bad for RCS.  The last column shows how the top 17 schools’ changes compared to the state.  Negative numbers are bad for the top schools.

“While parents of all children who are not in the mainstream do not have an easy time in our society, the fact that 2e children’s disabilities mask their giftedness, and their giftedness masks their disabilities, makes it incredibly hard to get the “experts” to listen and to understand that you can’t just average the two and say this is an average child.” − Joan Affenit

“As we strive to close the achievement gaps between racial and economic groups, we will not succeed if our highest-performing students from lower-income families continue to slip through the cracks. Our failure to help them fulfill their demonstrated potential has significant implications for the social mobility of America’s lower-income families and the strength of our economy and society as a whole.“  – Joshua Wyner, Achievement Trap

“The soft bigotry of low expectations”  This famous line of President George W. Bush supporting the passage of No Child Left Behind resounds today as states still struggle to get every school and every child to meet minimum academic standards.  But as states strive to improve urban schools, I have to wonder if the government cares that one group of students is still being left behind due to low expectations.  Why are gifted minority, low-income, and learning disabled students still being overlooked?

The National Association for Gifted Children lists 5-7% of students as gifted.   Studies haven’t shown vast variance in giftedness between groups based on race, income level, or learning disability.  So why are gifted classrooms full of neurotypical wealthy white children?

I believe there are a few main reasons for this disparity.  First, tests may not measure intelligence or academic potential in the same way in each group.  Second, prejudices may prevent some from seeing members of various groups as possibly gifted.  Third, peer pressure within certain groups may lead to students being accused of ‘acting white’ if they academically standout.  Fourth, some groups may not have access to high quality preschools or place an emphasis on education in the home before beginning school.  Fifth, other factors may obscure the student’s parent, his natural advocate, from recognizing his giftedness.

Some claim IQ tests, a standard often used for determining entrance to gifted programs, have often been shown to be racially and economically skewed.  If so, equally gifted minority or low income students often will score lower on IQ tests and would not make the cut into a gifted program.  It is important that multiple measures be used and tests shown to adequately measure IQ across diverse populations be employed.  Additionally, exams must be tailored to meet a student’s needs.  Will a gifted student with dyslexia score equally as well on a written exam as an equally gifted neurotypical student?  Can standard tests properly assess visual-impaired children or students whose primary language is not English?

Unfortunately, stereotypes and prejudices still exist in even the most open-minded people.  With some minority and low-income groups scoring lower than average in academics, gifted students in these groups are often overlooked as many times they don’t fit the classic mold.  A boy gifted in writing or a girl gifted in math may be missed because of gender stereotypes, which, whether they are based in fact or not, cannot give a complete picture of an individual.  Twice-exceptional children may be overlooked when a learning disability is equated with low IQ, a mental illness causes the child to not fit in with other gifted children, or a physical disability overshadows an individual’s other capabilities.

Within communities there is also often great pressure to not stand out, even in a very positive way.  When celebrating academic talent is viewed as boastful in a way that celebrating athletic or theatrical talent is not, the message sent is to hide success in school and academic abilities or risk being ostracized.  In certain communities this pressure is immensely stronger.  Gifted black children are often accused of ‘acting white’ because they are working to succeed in the intellectual arena instead of athletic.  Academically-advanced lower-income children succeeding in the classroom can be viewed as pretending to be ‘better’ than they are, attempting to be white collar, or becoming a member of the oppressing class.  A twice-exceptional child who learns to mask his learning disability through applying his gifts risks having aid withdrawn and neither his disability nor his gifted nature are supported.

While most in our community have access to high quality preschools, many parents in other communities cannot afford to send their children to such centers or may not even have them available locally if they could afford them.  Daycare options available may not have an academic component.  Parents may not have finished high school or learned to value education and not have the impetus or knowledge to cover basics that most of our kindergartners come in knowing.  Parents of kids with disabilities may have expended their time and energy meeting those needs and not covered academic material.  For all these groups, more immediate needs than education may consume their resources.  While all these gifted kids academically race at a high speed, starting far behind classmates may hide their abilities.

Many gifted children are recognized through the advocacy of their parents.  However, parents unable to spend significant time with their children due to long work hours, who haven’t received a strong education themselves, or do not recognize their children’s gifts masked by learning or physical disabilities may not know to advocate for their child or have the time to.  It is vital to have teachers trained in gifted education who can see the gifts that have been missed.  Will a teacher not educated in understanding all gifted students recognize that the boy disrupting the classroom both has Asperger’s and is bored from being far ahead, compounding his difficultly in sitting still and learning?  Teachers want to make a difference in the lives of their students and finding the overlooked and hidden gifts of these children can change a life forever.

What can be done to better assess which children are gifted and not miss ones whose other traits may mask it?  That is a question that people in the educational community struggle with.  Some suggestions have been using multiple assessments that can measure giftedness using a variety of methods to compensate for learning disabilities, physical disabilities, or cultural differences; testing every child for giftedness, not just those recommended by parents or teachers; training teachers about giftedness so they can recognize it when it is less than obvious; creating an atmosphere that honors academic success and talent as much as talent in arts and athletics; and providing each child with an opportunity to attend a high quality preschool.  Most important will be training teachers about giftedness so they can recognize it when it is less than obvious;   The solutions are going to need to be worked out by the educational community or many children will never know how to apply their gifts and may miss a crucial opportunity for personal and professional success.  And the soft bigotry of low expectations will claim another victim.

Thank you for reading Rochester SAGE.  Together we can make a difference for gifted children!

This month I wanted to highlight a brief article about a subset of gifted children – twice-exceptional (2E) kids.  These children are as much a part of the part of the gifted community as any other gifted child but often get overlooked because of their learning disabilities.   Rifka Schonfeld’s article Twice Exceptional: One Child, Two Special Needs gives a short glimpse about who these children are and what can be done to help.

The term “twice exceptional” is still new in educational jargon, but it is becoming more prevalent in my practice today. Twice exceptional children have a combination of exceptional intellectual power and uncommonly formidable mental roadblocks. That is, twice exceptional children are gifted intellectually and also can have Attention Deficit Hyperactivity Disorder (ADHD), Aspergers Syndrome, Nonverbal Learning Disorder (NVLD), or dyslexia.

Research suggests that these children are the most underserved populations in the school system. Most of the time, children who are twice exceptional go through school without recognition of their considerable talents. Instead, they enter adult life without the necessary skills to compensate for their learning disabilities. Many of these children develop low self-esteem and believe that they are simply stupid and “not good at school.” Shockingly, the US Department of Education estimates that 2–5 percent of all students are both gifted intellectually and suffer from some form of learning disability.

I know some of my readers have twice-exceptional children.  I would be interested to hear what your experience has been with schools and the gifted community.

Many more great articles are provided in the links below!

Creative Concepts : Head of Academy Hill School Plans to Change the Way Students Learn
New principal uses inquiry-based learning to engage gifted students

Susan and Goliath
One family’s ordeal fighting the school system to skip their student a grade

Helena School Board gets a lesson on gifted and talented program
Presentation on gifted students provides great information to school board

New pilot program will better address needs of gifted students at G-D
School uses cluster grouping to meet gifted pupils’ needs

Lots of Einsteins or too low a bar?
Houston ISD bursting at the seams with ‘gifted’ students, shelves plan to tighten standards

Speaker: Gifted students control their own educational destiny
Jim Delisle gives advice to parents of gifted kids in Helena, MT

Who Is Currently Identified as Gifted in the United States?
Definitions of giftedness vary widely among states

How to Prepare Your Preschooler for Gifted and Talented Tests
Parents place kids in test prep courses to get into elite programs

8 Gripes of Gifted Kids
Eight topics to discuss with your children

Paradise Valley’s after-school program aims to help gifted students
Program reaches out to children without gifted education at their schools

Sycamore Valley Academy in Visalia nears opening
Parent of gifted child starts charter school to meet needs of advanced learners

Newark campus program focuses on gifted students
Couple help dispel gifted education myths

Programs for ‘gifted’ students not a luxury
Advanced students need gifted programs to truly learn

Parents choose to home-school kids due to gifted program cuts, No Child Left Behind
Families try home-schooling when regular schools can’t meet gifted students’ needs

Audit: Too Many District 68 Students in Enrichment Programs
School district assesses gifted programs to make them better

Lighting up their brains
Science class helps gifted JRE students devise experiments, prepare for science fair

Several Ways To Differentiate Instruction
The comments are as insightful as the article

More Ways To Differentiate Instruction — Part Two
More experts weigh in on differentiation

Weekend program for gifted youth now taking applications
Vanderbilt’s program for gifted students in grades 7-10

Did I miss any great articles?  Please post them in the comments below!

Thank you for reading Rochester SAGE!  Together we can make a difference for gifted children!

December had fewer articles, but there were some real gems, including a two-part article on how many traits of gifted individuals are both positive and negative.  There is also an interview with Professor Miraca Gross on structuring a school by ability instead of age.

This month’s featured article is about differentiated instruction.  This appears to be the instructional fad sweeping the schools right now as a means of meeting the needs of all students, from struggling to gifted, in the standard classroom.  The promises are outstanding, but the results often are not.  Jeffrey Bennett explains why in his article Differentiated Instruction: Easier in Theory than in Practice:

The idea behind Differentiated Instruction is beautiful: instead of teachers teaching to the mean of the whole class, teachers “meet children where they are,” and teach all children based on their individual pre-existing skills or learning styles.  It’s a theory that holds promise for low-achievers who need more structure and basics and for high-achievers, who need that push and enrichment to reach deeper conceptual knowledge.  The concept itself is so attractive that it’s hard to imagine anyone disagreeing with it.  In fact, despite the criticisms of Differentiated Instruction that are about to come, I still support it as one of the many tools schools should use to reach students.  In elementary schools where leveling is philosophically unpalatable, I think Differentiated Instruction is more than good, it is absolutely necessary as the best method we have of educating students of varying readiness.

My critique is that Differentiated Instruction is no substitute for upward-pushing leveled classes.  Even in the writings of Differentiated Instruction main theorists it is not supposed to be a stand-in for in-class leveling.  In practice Differentiated Instruction is so time consuming for teachers that they often are unable to do it.  My belief is that there is no either/or between differentiation and leveling and using the two in combination is ideal for that ideal “thorough and efficient” education.
…
Surveys of teachers show ambivalence about Differentiated Instruction.  Although many teachers use Differentiated Instruction enthusiastically, a greater number have issues with it.  A 2008 nationwide survey of 900 teachers by the Fordham Institute, over 80% said Differentiated Instruction was “very difficult” or “somewhat difficult” to implement.   A very high 76% of teachers would like to see the nation “relying more on homogeneous classes for advanced students so that they learn faster and in greater depth.”

Read the entire article at Patch.

Many more great articles are provided in the links below!

The Double-Edged Sword of Giftedness: Part 1
How gifted children’s cognitive traits both help and harm them

The Double-Edged Sword of Giftedness: Part 2
How gifted children’s affective traits both help and harm them

Gifted Kids with Learning Problems: The “Twice Exceptional” Child
Can gifted children have learning disabilities?  Certainly!

Group kids by ability and subject not age, says gifted-education professor
Schoolchildren should be classed by intellectual ability in subject groupings rather than lumped together according to age, says Miraca Gross

Closing the achievement gap, but at gifted students’ expense
Placing students not ready for AP and honors curriculum in those classes will harm the students who should be there.

Pressure on college resources sees flight of talent
Increase in students needing remediation in college leads Ireland’s top scholars to go overseas for education

The Excellence Gap
No Child Left Behind leaves the United States behind

Parents have nothing to fear from fast-tracking kids
Professor Miraca Gross’s survey demonstrates acceleration is beneficial for advanced learners

Multipotentiality: When High Ability Leads to Too Many Options
Being great in so many subjects often makes choosing a career or college major tough

Mom wants to establish support group for gifted children
Mom working to create local chapter of Association of Bright Children

Learn How to Fail
Many people regarded as successes failed many times first

Smart Kids Face Challenges Too
How to cope with some of the challenges gifted children will face

Why gifted students can be so challenging
Gifted children often become problems in the classroom when not given proper support

Higher IQs Welcome Highs on Drugs?
Gifted children have higher incidence of drug use

Gifted Boys and Gender Issues
How does giftedness uniquely affect boys?

Gifted Girls and Gender Issues
How does giftedness uniquely affect girls?

You Know Your Child is Gifted When…
A phenomenal free book that touches on many areas of giftedness

Teen Survival Smarts
An interview with Jim Delisle and Judy Galbraith regarding their latest book

Did I miss any great articles?  Please post them in the comments below!

Thank you for reading Rochester SAGE!  Together we can make a difference for gifted children!

Grouping kids by age for instruction makes about as much pedagogical sense as grouping them by height! – Dr. Deborah Ruf, founder of Educational Options

Since the literature demonstrates the value of grouping students by ability, while few if any studies support restricting grouping to common ages, it is ironic that so many schools are moving from the former to the latter. – Mike Robison, “One size fits all?”

In Greek mythology the hero Theseus in his journeys meets a stranger Procrustes who offers him hospitality, including the use of his wonderful bed which ‘fits every guest and cures him of every ill.’  While Procrustes is preparing the bed for Theseus, Procrustes’s servant girl warns Theseus about this bed and why Procrustes is called the Stretcher.

“Did he not tell you that it fits all guests?” said the girl; “and most truly it does fit them. For if a traveler is too long, Procrustes hews off his legs until he is of the right length; but if he is too short, as is the case with most guests, then he stretches his limbs and body with ropes until he is long enough. It is for this reason that men call him the Stretcher.”

Our educational system has become a Procrustean Bed, not measured in inches but in proficiency.  The state and federal governments along with the school districts have provided a measure to which some students are stretched and others are not allowed to exceed.

Every child is different.  Each child has different strengths and weaknesses.  Each child learns at a slightly different pace which varies across subjects.  For a large number of students, perhaps half, the standard classroom pace is appropriate.  For about one-quarter the pace is too quick.  For another quarter, the pace is too slow.  Within these quartiles there is great variation and for some the pace will be impossibly quick and for others frustratingly slow.

No Child Left Behind and most standardized tests like Michigan’s MEAP do not take these natural learning velocities into account.  A child is judged academically by how he fits the bed of the common core curriculum measured in standardized tests.  Children who fall short are stretched, sometimes severely, to attempt to fit them to the Procrustean Bed.  Children who exceed the standards do not have their legs hewn off.   Instead, they are often hobbled, prevented from using their academic legs fully.  This isn’t fair or beneficial to either group.

If the common core curriculum is based on what an average student should be able to learn in a standard school year, by definition it will surpass what some students are able to learn.  This is not Lake Wobegon.  Not all our children are above average.  Being below average in an area is not something to be ashamed of, despite our society’s abasement of those below average in intelligence, athleticism, height, and other innate traits.  However, it is also not something to be ignored in determining the best course of academia for a learner.  Insisting a student only capable of learning at a slower pace stretch to move at the average pace will leave that student frustrated and robbed of the joy of learning as the child’s hard work is rewarded with C’s and D’s.  How long will a child expend significant effort for low grades?

Conversely, the common core curriculum will be too easy for some students.  Even though our society often esteems those whose traits are above average in an area, there is no reason for pride in these accidents of birth and genetics.  Again, it should not be ignored.  Insisting a student learn at a slower pace robs the child of the joy of learning as the material is repetitious.  Rewarding the student’s insignificant effort with A’s teaches the student that innate ability is more valuable than a strong work ethic, a debilitating lie that affects the child his entire life.

We need to refashion this Procrustean Bed that stretches some children beyond breaking and hobbles others.  We need to recognize that the height of each child’s ability varies and that the educational platform must be tailored to each student to help them grow.  To base the length of the academic bed on chronological age denies the unique strengths and weaknesses of each child – and also denies that there are children as academically gifted as a professional athlete is athletically gifted.

Differentiated curriculum in the standard classroom, the latest method used in many schools, should be lengthening or shortening the bed to the appropriate size.  Unfortunately, due to lack of desire, time, and training, differentiated education often amounts to changing the (work)sheets and claiming that the bed now fits.

Some school districts have begun unshackling students from chronologically-based Procrustean Beds and freed them to grow.  A number of school districts in Alaska, Maine, Colorado, and Missouri have begun classes based on skill and mastery instead of age.  Once a student has mastered a skill, he is able to move on.  This allows a learner to work at a pace and level academically aligned to his abilities.  A student skilled in an area can advance quickly and take college courses when appropriate.  A student whose natural pace is slower can remain with a skill until it is mastered.

This tailored approach has benefited learners.  According to the Marzano Research Laboratory, students taught using this technique are 2.5 times more likely to show proficiency than students using a traditional approach.  It also cuts down on discipline problems often caused by bored advanced learners and frustrated struggling students.  However, even backers of this approach recognize it is a tricky and radical approach that requires significant training and the learning community of teachers, students, administrators, and parents must support it in order to effectively implement it.

By converting one elementary school in a larger district to this approach and filling it through in-district choice, a district could test out this unique approach to education and free learners from this Procrustean Bed.

Thank you for reading Rochester SAGE.  Together we can make a difference for gifted children!

NUMATS is Northwestern University’s Midwest Academic Talent Search (NUMATS).  Started in 1982, NUMATS is a program of the Center for Talent Development (CTD) that offers above-grade-level testing for high-performing students in grades 3 through 9. This Talent Search approach is an extremely well-researched and respected program model in gifted education.

NUMATS uses tests intended for older students to provide a more accurate measurement of aptitude, because studies show that students who score in the top 10% on school achievement tests differ widely from average students in their abilities and educational needs. In-grade achievement tests just don’t accurately represent these gifted students’ potential.

FREE Forums for Educators and Parents   See Flier: NUMATS MI Promo 11.29.11 FINAL
Special Guest Presenter: Rhoda Rosen, Center for Talent Development at Northwestern University

The first step in charting an effective academic program for gifted students is to assess their ability accurately. Above-grade-level testing is the best means available. High achievers hit the ceiling on standardized grade-level tests. They require a more advanced test, one designed for a higher grade level, to gain a true measure of where they are performing, and what they need moving forward. Knowing what a child is capable of doing, teachers can differentiate and tailor instruction to meet the student’s needs.

Join Rhoda Rosen, Associate Director of the Center for Talent Development at Northwestern University in an informative session to discuss the benefits of above-grade level testing as a critical assessment and planning tool.

Wednesday, December 7
Grand Rapids, MI, Kent ISD Educational Service Center, 2930 Knapp Street NE, Grand Room
11 a.m.
Parking in Lot 11
616 / 364 -1333

East Lansing, MI, Michigan State University, Communication Arts & Sciences Building
3:30 p.m.: Session for teachers, gifted coordinators,
school administrators
6 p.m.: Session for parents
Directions at www.cas.msu.edu/695-Directions-Home
517 / 432 – 2129

Thursday, December 8
Waterford, MI, Oakland Schools,
2111 Pontiac Lake Rd.
9 a.m.
248 / 209 – 2434

Rhoda Rosen directs the Northwestern University’s Midwest Academic Talent Search (NUMATS). In her forums she explains what is involved in above-grade-level testing and how students in grades 3 through 9 can participate. Most importantly, Dr. Rosen discusses the myriad interpretative and planning resources available once test scores are known. Her insights are valuable to any educator or parent committed to ensuring the development of an academically gifted child.

In November, many of the articles discussed the National Association for Gifted Children‘s State of the States in Gifted Education report.  This report provides information on which states have laws regarding identification and education of gifted students.

Education Week had a few articles on gifted education, including this month’s top selection, What Gifted Students Need From You.  (Free registration required to read article.)

Today, the National Association of Gifted Children estimates that nearly three million American students are gifted and talented. Teaching these students can be rewarding: They often learn new skills quickly, absorb oodles of information, take on leadership roles, and eagerly employ higher-order thinking skills. But to truly meet the needs of gifted students—especially those who, like Mark Zuckerberg and Lady Gaga, may have an independent streak—can be challenging. Here are some practical tips to help you get started:

• Find out what “gifted” means in your district or state.
• Help identify students who qualify for “gifted and talented programs”—and those who do not but might need individualized supports.
• Use data to differentiate instruction and create appropriate challenges.
• Focus on learning—not on grades.
• Support your students’ social and emotional learning.

There are more tips and their explanations in the article.

Many more great articles are provided in the links below!

Is giftedness always a gift?
Irish parents struggle with the schools not meeting the needs of their children

Spotlight on Gifted Education
A collection of Education Week’s articles on gifted education for the past few years.  ($4.95.  Free to Ed Week subscribers.)

Special Education
Israel uses boarding schools to help meet the needs of their gifted students

Gainesville schools look to expand methods of gifted instruction
Georgia schools look to continue leadership in gifted education through seeking best programs

Public schools are failing the most gifted students
Little training, no funding, and pressure to educate lagging students means little focus on advanced students

The Trouble With Bright Kids
People who believe they succeed because of their intelligence instead of hard work give up quicker.

Fast forward: gifted students keep on giving with the right support
Contrary to popular thought, acceleration provides social benefits too

How Grade Skipping Changed Everything
A parent’s perspective on her daughters skipping grades

VSU Opens Center for Gifted Studies
Valdosta State works to meet the needs of Georgia’s gifted students

District eyes magnet school
Michigan school district looks to create large magnet school for gifted learners

To Meet Demand, After-School Program For Gifted is Hiring More Instructors
Program run by Summer Institute for the Gifted has incredible response

Investing in Gifted Education Could Cost Little, Report Finds
Changes in policy could affect gifted education without costing much

Nation’s Infrastructure to Support Gifted Students is Crumbling, Survey Finds
Inconsistent implementation, little teacher training, and no public accountability threaten gifted learning

Brightest Stall, Low Achievers Gain
Some Say Top Students Need Attention Given to Weaker Performers, as Smart Kids’ Scores Barely Move

Gifted child can be disabled, too
Are giftedness and learning disabilities mutually exclusive?  Absolutely not!

Inventive Thinking Project teaches students creativity, analytical thinking
Program helps gifted students learn to solve problems with innovative inventions

Stanford’s Online High School Raises the Bar
Gifted high schoolers take elite online classes

Junior, seniors get ahead in math courses outside of SCDS: differential equations, linear algebra classes (online and on campus) challenge students
Gifted high school students take college courses to meet their educational needs

Reynoldsburg middle school excels after ‘radical’ move to group kids based on academic performance
School vastly improves after grouping students according to ability

Five myths about ‘gifted and talented’ students
Some beliefs about gifted children exposed

Washington-area schools confront the ‘gifted gap’
District works to find overlooked minority gifted students

Keeping best, brightest in South Carolina
SC’s Governor’s School helps gifted students contribute to the state’s growth

Gifted education is a worthwhile investment
The head of Chicago’s Quest Academy cites the damage done to our children and our country by insufficient gifted education

Charter schools’ programs for the gifted, computer skills attract students
When traditional public schools fail to educate gifted students, parents turn to charter schools.

One of a Kind: Feature on Gifted Students

• Jim Mobus
• Maci Prescott
• Lex Jackson

Did I miss any great articles?  Please post them in the comments below!

Thank you for reading Rochester SAGE!  Together we can make a difference for gifted children!

If I ran a school, I’d give the average grade to the ones who gave me all the right answers, for being good parrots. I’d give the top grades to those who made a lot of mistakes and told me about them, and then told me what they learned from them. – R. Buckminster Fuller, inventor and former Mensa International president

If you don’t make mistakes, you’re not working on hard enough problems. And that’s a big mistake. – Frank Wilczek, Nobel laureate in physics

Many times when I state that I advocate for advanced and gifted education in the Rochester Community Schools, I get a response like “Why should we provide extra education?  Your child will get A’s and ace standardized tests.  What more could you want?”

I won’t deny that there is some joy in being the parent of gifted children.  You know their academic struggles will be few and it is fun to see your children succeed.  But having a gifted child also raises questions and creates dilemmas.

The primary question when it comes to school, and it is really a question every parent should ask, is “Is my child learning?”  And it is here that grades not only aren’t a reliable indicator, but actually can be misleading.

Imagine you went back to school.  No, not college.  Fourth grade.  You pay your $10,000 for a year of education and sit in the classroom with the other students.  Did you get an A?  Probably.  Ace the MEAP?  Most likely.  Did you learn much?  It was probably at least half review.  It wasn’t an appropriate class for you.  For students that are gifted and a year or two ahead of their classmates, these classes aren’t appropriate for them as well.  They will ace the tests, but fail to learn.

What if the fourth grade class was studying a subject you had little knowledge on?  For example, you might be learning economics, Mandarin Chinese, or music theory.  Would you get an A?  Probably.  Ace any exams?  Most likely.  Would you have learned as much as you could have?  Probably not.  Your mind is more developed than a nine year old’s and capable of learning at a faster pace.  It wasn’t an appropriate class for you and it wouldn’t be an appropriate class for many gifted students.  Again, they will ace the class, but fail to learn all they could have.

How would you have felt during these classes?  Restless?  Bored?  Would it have been a waste of your time and make you want to drop out?  Could you have learned the material better on your own?  Would you have wanted to be in an advanced or accelerated class?  Would getting an A make up for not learning at the level or rate appropriate to you?  Would an A be a proper reflection of how much you learned?  Would you have rather been in a class with people of your academic aptitude even if you received a C?

Did you learn any study skills in this class?  Did you learn to work hard and overcome obstacles?  Did you learn to work with other students?  Did you put in an A effort?  Did you take this class to get an A or to learn as much as you could even if the material was harder?

Gifted children feel much the same as you would.  They aren’t adults, but they are academically ahead of their classmates.  They become bored while they “sit the bench” waiting for the rest of the class to catch up.  They become restless and many zone out, chat with their classmates during instruction, or become disruptive to the class.  The drop out rate among gifted students is high.  They don’t learn many of the soft skills taught in schools – hard work, study habits, teamwork, and overcoming obstacles.

I am sending my children to school to learn, not to get A’s.  I want them to learn what they are capable of, no matter what their IQ or academic prowess is.  When a pre-test at the beginning of the year shows that some students already know the material, they should not have to sit there while it is taught again.  They should receive a curriculum aimed at them through acceleration tactics such as cluster grouping, partial acceleration, full-year acceleration, and magnet classrooms.  An A when they already know the material is meaningless and misleading as it implies they have learned something they haven’t.

Grades aren’t completely useless.  They can be a good reflection of if a student knows the subject matter.  But if they are to be used to hold a student back who has not mastered the material, they should be used to advance students ahead who already know the material.  Students should be placed in classes where they will be taught at the level and pace where they learn the most, regardless of physical age.  Until gifted students are being graded on material appropriate to them, grades won’t matter to me.

Thank you for reading Rochester SAGE!  Together we can make a difference for gifted children!

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The Importance of Gifted Education Series
I. Why I Am Passionate About Gifted Education
II. Why Is Gifted Education Necessary?
III.  Is Gifted Education Equal Education?
IV. Is Gifted Education Expensive?
V. How Does Gifted Education Help Everyone?
VI. What Are Characteristics of a Gifted Child?