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Gifted school students do not give whole mind to major subjects

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Gifted school students do not give whole mind to major subjects

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The main goal of the students is not to gain high achievements in their major subjects, but to pass the university entrance exams. Therefore, they have to focus on studying three subjects at the same time as every exam group includes three exam subjects.

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The advantages of specialized school have been practically tested and proven. According to VN express.com, the graduation rate of high school students is usually 100%. Entering a specialized school, the probability of getting into university is often very high, about 80%. The Ministry of Education and Training gave away prizes to 1,235 students across the country for their outstanding achievements in a contest for gifted high school students in the academic year 2018.Among them 53 were first prize winners, 400 got second prize, and 782 received third prize.

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In fact, numerous countries still remain with the gifted program around the world. Realizing the need to train gifted children and promote their potential, the support for educating the gifted is booming in many European countries - according to an article about Gifted Education in 21 European Countries. Not only European but also Asian countries are specializing in gifted schools. Countries like Taiwan, Hong Kong, New Zealand, and China have more than triple as many talented students achieving the highest PISA Levels 5 and 6. Or even our country, Vietnam, still remain many gifted schools, like Hanoi Amsterdam school, and Le Hong Phong,... Therefore, maintaining gifted schools is to promote talents to create future success for the country.

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The gifted school provides students with a positive self-concept and helps them socialize better. 

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The gifted school provides students with a positive self-concept and helps them socialize better. 

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Firstly, students from gifted schools usually have a higher self-concept - an important construct in psychology. Research by Xin and Hao in 2003 about the development of self-concept, also relations between them and the academic performance of students has been conducted. Gifted students occasionally have positive self-concepts attributed to their outstanding achievements. The report suggested that students with positive self-concepts had higher scores in motivation, schooling involvement, and achievement than students with negative self-identity. For all of the above, i believe that students in specialized schools are benefit from positive self-concept.

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Gifted school offers students a better learning environment.

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Gifted school offers students a better learning environment.

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Unlike most schools, the school for the gifted is heavily invested with a large amount of money in the useful facilities for teaching leads to such a marked improvement in the ability to acquire. This by all means has a deep significance to optimize their studies and helps them to go off the old methods with such a great deal of rigid theory. Hence, nowhere can students study in such a convenient and effective environment as the school for the gifted. The results of the national NAPLAN Australian student assessment in 2015 showed that the top 10% of students with the highest results differed by 6 classes compared to the group of students with the lowest results. Normal classes often ignore the learning needs of high-achieving students, who are more susceptible to behavioral problems, attitudes, and loss of study motivation.

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Lan Anh - Gifted school students do not give whole mind to major subjects 

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Lan Anh - Gifted school students do not give whole mind to major subjects 

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https://vietnamnet.vn/en/gifted-school-students-do-not-give-whole-mind-to-major-subjects-E3531.html

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VietNamNet Bridge - The Ministry of Education and Training has drawn up am ambitious plan to develop the network of gifted schools. However, educators have warned that the plan will not succeed if the current curriculum for training talented students is not adjusted. Talented students trained to attend university entrance exams

Nguyen Bac Dung, Headmaster of Tran Dai Nghia School for the Gifted in HCM City, said that gifted school students are not proficient in their major subjects, and therefore it is difficult for them achieve success in their fields. The main goal of the students is not to gain high achievements in their major subjects, but to pass the university entrance exams. Therefore, they have to focus on studying three subjects at the same time (every exam group includes three exam subjects).

That also explains why in recent years, it is very difficult to persuade good students to attend national competitions for excellent students. Most of the students think that they would rather use their energy to prepare for university entrance exams than for national competitions. Meanwhile, national competitions are organized just four months before the university entrance exams.

Vo Anh Dung, Headmaster of Le Hong Phong School for the Gifted also admitted that the school has mainly been preparing students for the university entrance exams - the most important exams in the life of students. As a result, students do not give their whole mind to their main subjects.

The same situation can also be seen at Gia Dinh High School where there are four specialized classes for the talented students in four majors, mathematics, physics, chemistry and English. Nguyen Thi Cuc, the headmaster of the school, said that the school sets up special classes in which it trains students in different majors. However, very few students have registered to follow the classes. Some of the classes only have 10 students.

Dung said that the curriculums applied for majoring students prove to be too different from the general curriculums, meaning that the students who follow special curriculums will not have enough knowledge to attend university entrance exams. Therefore, it is understandable why students only want to follow general curriculums.

Educators say that they worry when seeing the number of talented students attending national competitions for excellent students decreasing sharply year after year. The number of medals and prizes has also been gradually decreasing.

The achievements gained by the Vietnamese national Olympiad teams have become less satisfactory in recent years. Vietnam won four gold medals in 2006 and then eight gold medals in 2008. Meanwhile, in 2010, it won two gold medals only. The mathematics national team was always listed among top 10 national teams in the world prior to 2005. Meanwhile, since 2005, it has fallen to the 11-15th ranks.

While talented students are busy studying the three subjects to prepare for the university entrance exams, educators want them to focus on their majoring subjects. However, they cannot do anything to improve the situation.
Gifted school students are not the best?
According to Dung, the current mechanism of enrolling students does not allow schools to choose the best students for gifted schools.

Under the current regulations, only the students, who get the title of "excellent student" in secondary school, can attend the exams to gifted schools. Meanwhile, Dung believes that many other students, who have talent in some majors do not have the title because they are not good at all subjects

Dung believes that it is necessary to change the current admissions process in order not to miss out talents.
Which solutions?
Dr Nguyen Duc Nghia, Deputy Director of the HCM City National University, said that the solution is to enroll excellent students, who get prizes at national competitions, to universities without forcing them to attend the university entrance exams.

Once excellent students feel secure about their future at universities, they will focus their energy on studying their majors.

However, the Ministry of Education and Training has remained unresponsive to the proposal.

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gifted school students do not give whole mind to major subjects

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Gifted school students do not give whole mind to major subjects

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VietNamNet Bridge - The Ministry of Education and Training has drawn up am ambitious plan to develop the network of gifted schools. However, educators have warned that the plan will not succeed if the current curriculum for training talented students is not adjusted.

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Cause inequality among normal students and gifted students 

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Cause inequality among normal students and gifted students 

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In fact, gifted schools does not create the inequity among students but it's actually equality for the more talented students. General education couldn't fully fulfill all the gifted students; therefore, gifted program is needed in promoting their potential. There is no gap between normal students and gifted one as they still receive the same national learning program.  According to Tirri & Laine (2017), the notion that 'teaching all children the same way ensures equity' is a serious mistake.

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một số lưu ý với tình hình gifted school tại VN

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một số lưu ý với tình hình gifted school tại VN

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- nhiều ý kiến nên xóa bỏ: đào tạo gà nòi, lệch kiến thức, cạnh tranh không lành mạnh, đối xử không bình đẳng đối với học sinh...
--> lựa chọn trường chuyên là đúng nhưng cách làm sai
- các nội dung trong file đính kèm dứt khoát các con phải đọc kỹ nhé :)

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Gifted school provide challenges, creating excitement when learning .

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Gifted school provide challenges, creating excitement when learning .

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In gifted school, children are given work commensurate with their academic level and can progress at their own pace. These programs usually involve a greater workload, a faster pace, and lots of enrichment. Also, in gifted school, students are encouraged to learn about subjects that interest them the most. This promotes a love of learning and can ignite a passion to pursue more in-depth studies, according to our kids.com 2021.

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https://www.gifteddevelopment.org/musings/increasedinequality
https://www.educationcorner.com/gifted-education-pros-cons.html

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By Linda Kreger Silverman, Ph.D.

At the age of 4, Michelle read fluently. She skipped second grade. By sixth grade, she stood out among her peers and began attending gifted classes. She learned French and took accelerated courses. Michelle attended Chicago's first magnet high school for gifted students. She graduated cum laude from Princeton where she did her thesis on "Princeton Educated Blacks and the Black Community." She went on to earn a law degree from Harvard Law School. If we abandon gifted programs, as we are being entreated to do once again, we ignore the benefits of gifted programs for diverse students like Michelle Obama. We worsen inequality, because children of privilege have access to a wealth of resources, whereas children with limited means are dependent on public schools to identify and develop their special abilities.

Gifted Education Under Attack

Sadly, gifted programs are recurrent scapegoats of a racially biased society. In the latest attack, on October 14th, NBC News published a report by Rachel Blustain claiming that "gifted programs worsen equality." The article mistakes gifted programs for outdated "tracking," implies that these programs are segregated and racist, and recommends that they be discontinued. Brandon Wright composed an excellent rebuttal, posted on the Fordham Institute website October 29th: "Gifted Education Done Right Benefits Black and Hispanic Children. It's Not Inherently Racist." Wright says:
...to better prepare Black, Hispanic, and low-income children to excel academically...we need to make sure that the most promising among them get enrichment and acceleration. That means gifted education.
...too many districts serving poor students and students of color have taken previous and misguided charges of racism to heart and eliminated their own gifted education programs... Proponents of this fallacious view have long been more effective in shaming urban districts in deep-blue cities to eliminate gifted education than they have been with their affluent and suburban counterparts. So rich kids...still get access to enrichment and acceleration...whereas poor and minority kids in the city do not.

As calls increase to eliminate gifted programs in the name of equity, policymakers and school leaders must resist them-and recognize that bowing to that misguided pressure will do more harm, not less, to their Black and Brown students. (Wright, 2020)

Most Gifted Children Are Poor

Gifted education has been wrongly accused of conferring more advantages on the advantaged. On the contrary, for 50 years, research has shown that the gifted come from all socio-economic classes (Dickinson, 1970). "Although the incidence of giftedness may be higher in the higher economic stratum, the absolute number of gifted people will be greater in the lower classes" (Zigler & Farber, 1985, p. 400). If we lined up all the gifted children in the world, the vast majority would be poor, because the poor far outnumber the rich. Affluent families can hire mentors or send their children to private schools and middle-class families may opt to homeschool their children. Most gifted children do not have those options.
It is the bright children from homes with few financial or educational resources who need special programs in school the most. Parents of gifted and talented youngsters who can afford private schools, private lessons, a wealth of books and other enrichments at home can make up for at least some of what their youngsters are not getting in the classroom. It is the great potential of children from homes with fewer resources that is most likely to be lost forever. (Beck, 1992)
Giftedness is not easily recognized in poverty. The economically disadvantaged have less opportunity for academic success. Achievement may be a function of privilege, but giftedness is not; it is abstract reasoning, which is color blind and transcends socio-economic limitations. It is the clever joke. The astute question. The thoughtful remark. The witty retort. The drawing of the inside of the pumpkin. Instead of restricting opportunities by cutting programs, we need to make a greater concerted effort to locate unusually capable children from all socio-economic classes and all diverse groups and include them in gifted programs.

Abolishing programs for the gifted can never eradicate the inequities that exist between the haves and have nots. The problem is economic, not educational. Gifted programs have become the scapegoat to focus attention away from the real issue of economic inequality. It would be far easier to distribute our country's wealth more equitably than it would be to distribute one group's intelligence more equitably. Pointing a finger elsewhere has always been a convenient way to sidestep a problem no one wants to address.

Gifted education is needed to feed the minds of underprivileged bright children as much as free lunch is needed to fuel their bodies. Early identification of gifted children in poverty and support for their abilities is life changing.

Intersectionality

Regardless of color, gifted children are at risk for being bullied, teased, rejected, ostracized (Peterson & Ray, 2006). They are outsiders. They possess characteristics outside the norms for their age, gender, ethnic group, social class and race. While they yearn for connection, they realize that when others become aware of their giftedness, they will be treated differently (Coleman, 2012). So they dumb down, hiding their gifts to prevent ridicule and rejection. This is a recipe for invisibility and dashed aspirations.

Intersectionality is the recognition that members of minority groups have multiple social identities, which intersect to create a whole that is different from its component parts (Carbado, Crenshaw, Mays & Tomlinson, 2013). Black or Hispanic gifted children have multiple identities. Some cultivate different dialects to fit in with various groups. They may be discriminated against for being gifted, as well as for being of color. This may lead to isolation, feeling that they don't belong anywhere. Gifted programs may be the only place where they feel accepted and recognized, where they make friends who understand them, where they are urged to develop their potential.

Why We Need Gifted Programs

No one would intentionally stunt the growth of a child. Yet, this is what educational systems do when they are blind to individual differences in ability. Equal opportunity can never mean equal outcomes. We cannot set the exact same educational goals for the entire student body. That would be brutally inappropriate for all students who learn faster or slower than the norm. Children do not all learn at the same rate, nor do they require identical preparation for adult life. While the goal for one child is to be able to read books, the goal for another is to be able to write them. One student needs to master sufficient basic mathematics to balance a budget in adult life, while another needs exposure to enough advanced mathematics to be able to discover a new source of energy. Keeping both students at the same level of instruction prevents the natural progress of the rapid learner and frustrates the slower one.

Gifted children are expected to wait patiently while other children learn skills and knowledge they have already mastered. They are taught to slow down their natural rate of learning to make the other students more comfortable. They learn to be less than they can be, to slide by without stretching themselves, to deny their talents, and, eventually to trade their dreams for simpler, less demanding goals. This tragic waste of potential affects not only the student, but all of society, for we have all lost whatever gifts they might have contributed.

There are countless cases of vanishing giftedness. We can never know how much talent has been lost for lack of discovery and development. Nor can we assess the magnitude of that loss to the world-the music that was never composed, the medical cure that was never discovered, the political strategy that might have averted a war.

Gifted children of all colors and all socio-economic levels must feel free to express the fullness of themselves, to strive to be their personal best instead of dumbing down. Schools need to be a place where individual differences are appreciated, and where abilities are recognized and nurtured.

Six Definitive Principles for Educators
1. Nothing is gained in the name of democracy by holding back our brightest students. 2. Bringing the top down does not bring the bottom up. 3. It is our moral obligation to serve 4. Every child has the right to learn something new in school every day. 5. Eliminating gifted programs reduces opportunities for diverse groups and increases inequity between rich and poor. 6. Sacrificing the needs of the gifted in misguided attempts to eliminate racism prevents the brilliant members of culturally diverse groups from being discovered and developed. students, including the gifted.
It is the talented poor who suffer the most when programs for the gifted are cut.

References

Beck, J. (1992, February 10). Educational "mainstream" drowns gifted kids. The Denver Post, p. 5B.

Blustain, R. (2020, October 14). Gifted programs worsen inequality. Here's what happens when schools try to get rid of them. NBC News Education.

https://www.nbcnews.com/news/education/gifted-programs-worsen-inequality-here-s-what-happens-when-schools-n1243147

Carbado, D. V., Crenshaw, K. W., Mays, V. M., & Tomlinson, B. (2013). Intersectionality: Mapping the movements of a theory. Du Bois Review: Social Science Research on Race, 10(2), 303-312.

Coleman, L. J. (2012). Lived experience, mixed messages, and stigma. In T. L. Cross & J. R. Cross (Eds.) Handbook for counselors serving students with gifts & talents (pp. 371-392). Prufrock.

Dickinson, R. M. (1970). Caring for the gifted. North Quincy, MA: Christopher

Peterson, J. S., & Ray, K. E. (2006). Bullying and the gifted: Victims, perpetrators, prevalence, and effects. Gifted Child Quarterly, 50, 148-168.

Wright, B. L. (2020, October 29). Gifted education done right benefits Black and Hispanic children. It's not inherently racist. Fordham Institute website. https://fordhaminstitute.org/national/commentary/gifted-education-done-right-benefits-black-and-hispanic-children-its-not

Zigler, E., & Farber, E. A. (1985). Commonalities between the intellectual extremes: Giftedness and mental retardation. In F. D. Horowitz & M. O'Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 387-408). Washington, DC: American Psychological Association.

Note: This article is based in part on Silverman, L. K. (1992). Scapegoating the gifted: The new national sport. Connections: Newsletter of the Center for Gifted Education, William and Mary College, Iowa Talented and Gifted Letter, Wisconsin's WGCT News, Louisiana's Gifted/Talented Digest, Indiana's Images, and California's CAG Communicator. Excerpts were also taken from Silverman, L. K. (2019). Hvorfor egalitære samfund har brug for særlig undervisning for højtbegavede børn. (Why egalitarian societies need gifted education.) Kognition og Pæ dagogik (Cognition & Pedagogy), #111/112, 6-16.

By Linda Kreger Silverman, Ph.D.

At the age of 4, Michelle read fluently. She skipped second grade. By sixth grade, she stood out among her peers and began attending gifted classes. She learned French and took accelerated courses. Michelle attended Chicago's first magnet high school for gifted students. She graduated cum laude from Princeton where she did her thesis on "Princeton Educated Blacks and the Black Community." She went on to earn a law degree from Harvard Law School. If we abandon gifted programs, as we are being entreated to do once again, we ignore the benefits of gifted programs for diverse students like Michelle Obama. We worsen inequality, because children of privilege have access to a wealth of resources, whereas children with limited means are dependent on public schools to identify and develop their special abilities.

Gifted Education Under Attack

Sadly, gifted programs are recurrent scapegoats of a racially biased society. In the latest attack, on October 14th, NBC News published a report by Rachel Blustain claiming that "gifted programs worsen equality." The article mistakes gifted programs for outdated "tracking," implies that these programs are segregated and racist, and recommends that they be discontinued. Brandon Wright composed an excellent rebuttal, posted on the Fordham Institute website October 29th: "Gifted Education Done Right Benefits Black and Hispanic Children. It's Not Inherently Racist." Wright says:
...to better prepare Black, Hispanic, and low-income children to excel academically...we need to make sure that the most promising among them get enrichment and acceleration. That means gifted education.
...too many districts serving poor students and students of color have taken previous and misguided charges of racism to heart and eliminated their own gifted education programs... Proponents of this fallacious view have long been more effective in shaming urban districts in deep-blue cities to eliminate gifted education than they have been with their affluent and suburban counterparts. So rich kids...still get access to enrichment and acceleration...whereas poor and minority kids in the city do not.

As calls increase to eliminate gifted programs in the name of equity, policymakers and school leaders must resist them-and recognize that bowing to that misguided pressure will do more harm, not less, to their Black and Brown students. (Wright, 2020)

Most Gifted Children Are Poor

Gifted education has been wrongly accused of conferring more advantages on the advantaged. On the contrary, for 50 years, research has shown that the gifted come from all socio-economic classes (Dickinson, 1970). "Although the incidence of giftedness may be higher in the higher economic stratum, the absolute number of gifted people will be greater in the lower classes" (Zigler & Farber, 1985, p. 400). If we lined up all the gifted children in the world, the vast majority would be poor, because the poor far outnumber the rich. Affluent families can hire mentors or send their children to private schools and middle-class families may opt to homeschool their children. Most gifted children do not have those options.
It is the bright children from homes with few financial or educational resources who need special programs in school the most. Parents of gifted and talented youngsters who can afford private schools, private lessons, a wealth of books and other enrichments at home can make up for at least some of what their youngsters are not getting in the classroom. It is the great potential of children from homes with fewer resources that is most likely to be lost forever. (Beck, 1992)
Giftedness is not easily recognized in poverty. The economically disadvantaged have less opportunity for academic success. Achievement may be a function of privilege, but giftedness is not; it is abstract reasoning, which is color blind and transcends socio-economic limitations. It is the clever joke. The astute question. The thoughtful remark. The witty retort. The drawing of the inside of the pumpkin. Instead of restricting opportunities by cutting programs, we need to make a greater concerted effort to locate unusually capable children from all socio-economic classes and all diverse groups and include them in gifted programs.

Abolishing programs for the gifted can never eradicate the inequities that exist between the haves and have nots. The problem is economic, not educational. Gifted programs have become the scapegoat to focus attention away from the real issue of economic inequality. It would be far easier to distribute our country's wealth more equitably than it would be to distribute one group's intelligence more equitably. Pointing a finger elsewhere has always been a convenient way to sidestep a problem no one wants to address.

Gifted education is needed to feed the minds of underprivileged bright children as much as free lunch is needed to fuel their bodies. Early identification of gifted children in poverty and support for their abilities is life changing.

Intersectionality

Regardless of color, gifted children are at risk for being bullied, teased, rejected, ostracized (Peterson & Ray, 2006). They are outsiders. They possess characteristics outside the norms for their age, gender, ethnic group, social class and race. While they yearn for connection, they realize that when others become aware of their giftedness, they will be treated differently (Coleman, 2012). So they dumb down, hiding their gifts to prevent ridicule and rejection. This is a recipe for invisibility and dashed aspirations.

Intersectionality is the recognition that members of minority groups have multiple social identities, which intersect to create a whole that is different from its component parts (Carbado, Crenshaw, Mays & Tomlinson, 2013). Black or Hispanic gifted children have multiple identities. Some cultivate different dialects to fit in with various groups. They may be discriminated against for being gifted, as well as for being of color. This may lead to isolation, feeling that they don't belong anywhere. Gifted programs may be the only place where they feel accepted and recognized, where they make friends who understand them, where they are urged to develop their potential.

Why We Need Gifted Programs

No one would intentionally stunt the growth of a child. Yet, this is what educational systems do when they are blind to individual differences in ability. Equal opportunity can never mean equal outcomes. We cannot set the exact same educational goals for the entire student body. That would be brutally inappropriate for all students who learn faster or slower than the norm. Children do not all learn at the same rate, nor do they require identical preparation for adult life. While the goal for one child is to be able to read books, the goal for another is to be able to write them. One student needs to master sufficient basic mathematics to balance a budget in adult life, while another needs exposure to enough advanced mathematics to be able to discover a new source of energy. Keeping both students at the same level of instruction prevents the natural progress of the rapid learner and frustrates the slower one.

Gifted children are expected to wait patiently while other children learn skills and knowledge they have already mastered. They are taught to slow down their natural rate of learning to make the other students more comfortable. They learn to be less than they can be, to slide by without stretching themselves, to deny their talents, and, eventually to trade their dreams for simpler, less demanding goals. This tragic waste of potential affects not only the student, but all of society, for we have all lost whatever gifts they might have contributed.

There are countless cases of vanishing giftedness. We can never know how much talent has been lost for lack of discovery and development. Nor can we assess the magnitude of that loss to the world-the music that was never composed, the medical cure that was never discovered, the political strategy that might have averted a war.

Gifted children of all colors and all socio-economic levels must feel free to express the fullness of themselves, to strive to be their personal best instead of dumbing down. Schools need to be a place where individual differences are appreciated, and where abilities are recognized and nurtured.

Six Definitive Principles for Educators
1. Nothing is gained in the name of democracy by holding back our brightest students. 2. Bringing the top down does not bring the bottom up. 3. It is our moral obligation to serve 4. Every child has the right to learn something new in school every day. 5. Eliminating gifted programs reduces opportunities for diverse groups and increases inequity between rich and poor. 6. Sacrificing the needs of the gifted in misguided attempts to eliminate racism prevents the brilliant members of culturally diverse groups from being discovered and developed. students, including the gifted.
It is the talented poor who suffer the most when programs for the gifted are cut.

References

Beck, J. (1992, February 10). Educational "mainstream" drowns gifted kids. The Denver Post, p. 5B.

Blustain, R. (2020, October 14). Gifted programs worsen inequality. Here's what happens when schools try to get rid of them. NBC News Education.

https://www.nbcnews.com/news/education/gifted-programs-worsen-inequality-here-s-what-happens-when-schools-n1243147

Carbado, D. V., Crenshaw, K. W., Mays, V. M., & Tomlinson, B. (2013). Intersectionality: Mapping the movements of a theory. Du Bois Review: Social Science Research on Race, 10(2), 303-312.

Coleman, L. J. (2012). Lived experience, mixed messages, and stigma. In T. L. Cross & J. R. Cross (Eds.) Handbook for counselors serving students with gifts & talents (pp. 371-392). Prufrock.

Dickinson, R. M. (1970). Caring for the gifted. North Quincy, MA: Christopher

Peterson, J. S., & Ray, K. E. (2006). Bullying and the gifted: Victims, perpetrators, prevalence, and effects. Gifted Child Quarterly, 50, 148-168.

Wright, B. L. (2020, October 29). Gifted education done right benefits Black and Hispanic children. It's not inherently racist. Fordham Institute website. https://fordhaminstitute.org/national/commentary/gifted-education-done-right-benefits-black-and-hispanic-children-its-not

Zigler, E., & Farber, E. A. (1985). Commonalities between the intellectual extremes: Giftedness and mental retardation. In F. D. Horowitz & M. O'Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 387-408). Washington, DC: American Psychological Association.

Note: This article is based in part on Silverman, L. K. (1992). Scapegoating the gifted: The new national sport. Connections: Newsletter of the Center for Gifted Education, William and Mary College, Iowa Talented and Gifted Letter, Wisconsin's WGCT News, Louisiana's Gifted/Talented Digest, Indiana's Images, and California's CAG Communicator. Excerpts were also taken from Silverman, L. K. (2019). Hvorfor egalitære samfund har brug for særlig undervisning for højtbegavede børn. (Why egalitarian societies need gifted education.) Kognition og Pæ dagogik (Cognition & Pedagogy), #111/112, 6-16.

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Eliminating Gifted Programs Increases Inequality - Gifted Development Center

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At the age of 4, Michelle read fluently. She skipped second grade. By sixth grade, she stood out among her peers and began attending gifted classes. She learned French and took accelerated courses. Michelle attended Chicago's first magnet high school for gifted students. She graduated cum laude from

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Gifted schools lead to higher level of achievement and future success

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Gifted schools lead to higher level of achievement and future success

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Firstly, gifted school is an environment for students to develop a higher level of achievement. Studies have shown that feeling a sense of accomplishment is an important element in students developing positive well-being over time. Gifted schools not only motivate the students’ comprehensive knowledge and soft skills but also focus on their strengths. Therefore, there are much more opportunities for them to gain higher achievement in their major. Moreover, those achievement is vital in their future success and necessarily competitive society. According to Oak Crest academy, research of students studying at gifted schools, at age 38, was found that almost 63%  held advanced degrees at a Master’s level or above.

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Secondly, gifted schools could lead to the future success of students. Students have more chances to develop the in-depth skills and talent necessary for their future careers thanks to the teachers and gifted program.  In addition, its students always receive special favors from recruiters, which contributes to the probability of winning a scholarship or getting a job as well. According to the Journal of labor of research, gifted programs include students who possess traits that already correlate with later-in-life success. According to research by Psychological Science, in fact, among the sample of adolescents used to study at gifted schools, participants had earned 817 patents and published 93 books, one had been awarded the Fields Medal, and another had won the Economic Medal.

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- https://www.conqueryourexam.com/pros-and-cons-of-gifted-programs/#Cons
- https://www.ourkids.net/school/gifted-program-benefits

- https://khoahocdoisong.vn/truong-chuyen-khong-sai-cach-thuc-hien-chua-dung-post84592.html
Thi đua thì cần, nhưng không nên ganh đua

Bao giờ xã hội cũng luôn có sự cạnh tranh thì mới phát triển. Ganh đua thì không nên nhưng thi đua lại là cần thiết.

Có điều cách của chúng ta hiện nay đang làm sai. Cần phải quan tâm hơn đến những kỹ năng mềm, bên cạnh việc đào tạo về kiến thức, cần đào tạo những con người toàn diện.

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But, what exactly is a gifted program? Does it come with many pros and cons? We'll find out as we unravel detailed information about gifted programs and why it is best for gifted children.

What is a Gifted Program?

A gifted program is a unique learning process targeted at children with high IQs and special abilities. It simply provides enrichment for talented students. This program creates an educational environment that helps children with high intellectual abilities thrive. When utilized properly, it can meet the academic, social, and emotional needs of children with unique gifts.

There is a lot that gifted programs can do for talented children. However, all these things simply focus on helping gifted children live up to their potential. Although this does not always work out, one trusted way to help gifted children live up to their potential is to enroll them in a gifted program. Therefore, it's safe to say that gifted programs are needed to help guide the learning process of gifted children. It pairs such children with other children that are almost at the same levels as them so that learning can be uniform and practical.

Thanks to the recent popularization of gifted programs and the attention it is receiving, many people now know what a gifted program is. However, not many people are sure of how to get a gifted child into a gifted program.

Well, if you know the exact things to do, getting a child into a gifted program shouldn't be an uphill task.

The first step to consider when trying to enroll a child into a gifted program will be to confirm that such a child is indeed gifted. However you choose to look at it, the truth remains that it can be pretty confusing to understand whether a child is gifted or not, and many people flop in it. Some folks consider high-achieving students as being talented. As much as high-achieving students are sometimes gifted, it shouldn't be the primary criteria to use. So, being a high achiever doesn't necessarily mean that your child is gifted, and it'll be a mistake to conclude.

While it is normal for parents to assume a child is gifted if such a child exhibits a form of talent, it is not up to parents to decide if their child is gifted or not. The child's school is in the correct position to determine if the child is gifted or not.

To confirm if a child is gifted, many American schools opt for organizing IQ tests. The IQ tests will help you see beyond your children's intelligent reputation. Instead of relying on grades, these IQ tests focus on showing a student's level of brain development. For many educators, it's easy to note. We've also seen schools make use of the STAR test and similar end-of-year state tests.

Furthermore, to ensure that no mistakes are made in this delicate process, schools could also combine observations from teachers, grades, and test scores to discover how gifted a child is. As soon as this is found, the school automatically pushes such students into the available gifted program.

These schools realize how risky any delay can be to a child. You don't want your child's developmental process disrupted in any way. Therefore, it is essential to understand your kid's gifts on time and think about the best ways to remain at their best. One of such risks of acting late is the possibility of laziness. Gifted children may soon find out that they don't need significant efforts to ace tests and exams. The resulting laziness can make them lose focus. Let's also mention that the process is not as complicated as most people think. It would help if you communicated with your kid's school counselor to know what's best for them. You can also enroll the child in an enrichment class after regular school work.

Gifted programs come with several benefits. Some are obvious; others are not so obvious. Before enrolling a child in a gifted program, you must know what you're going into and how exactly it'll benefit them.

That being said, below are some of the benefits of gifted programs.

Gifted programs help gifted children develop the right work ethics

Gifted children are rarely challenged by what is offered in classrooms designed for their age grade. Although they might get the right results, they often lack the motivation to put in any effort, making them lazy.

When enrolled in a gifted program, talented children are exposed to fresh challenges, which instills the discipline to pursue new heights. Unfortunately, their perceived intellectual superiority in traditional schools will make them less interested in pursuing new challenges.

It helps gifted children stay engaged

The tendency for gifted children to get bored in the classroom is very high. The reason for this is quite apparent. They do not have to make an effort to thrive. While this can be interpreted as them being high-achievers. Sometimes, they are more than just high achievers.

Sometimes, this could even be to the detriment of other people in their class. In situations like this, they could lose interest in what is being taught in class and shift their attention to other things. If this is left unchecked, they could lose interest in schooling totally as they already know what is being taught. In extreme cases, they could end up being dropouts.

It puts them in the right social environment

To a large extent, gifted children cannot relate closely with children with less advanced intellectual capabilities. This is because their academic interests are not the same as those of the average child their age. This situation could make them socially awkward.

However, the fact that a gifted child appears awkward does not mean that they are. Sometimes, they just have not found people that have the same intellectual interests as them. This can be remedied when they spend time with other gifted children in the same learning environment.

What are the Pros and Cons of Gifted Programs?

Below are some of the pros and cons of gifted programs

When gifted children take part in gifted programs, they often meet kids that are just as intelligent as they are and sometimes even more intelligent. This situation serves as a push for them to perform at the optimum.

The adverse effects of being an intelligent child can be remedied when very intelligent children spend time with other equally smart kids.
It Offers the Much-Needed Academic Challenge
It is almost common knowledge that gifted children struggle to focus in regular classrooms as they put little to no effort into getting things done. Since they do not have to concentrate in class, they sometimes get busy with other activities while class is on. This issue is easily fixed when children with special talents are taught with a special program.
It helps in Boosting the Self-Esteem of Talented Children
Programs designed for gifted children are a lot more complicated than regular programs. This way, gifted children can be kept on their toes throughout the class.
Gifted Programs Make Children Engaged with their Academics
As soon as a child is certified to be gifted and gets enrolled in a gifted program, parents' expectations could increase significantly. While this could be to the child's advantage, it is not always so. It could be detrimental.

Gifted children still struggle sometimes. However, lots of people do not expect them to struggle. So, they might not get any sympathy when they struggle and might end up being pushed too hard.

The fact that a child is gifted in a particular area does not always mean that they are gifted in another area. Many people do not realize this and so expect gifted children to be excellent in all areas. This expectation is usually unrealistic.
Gifted Programs Could Make Children Deal with Unrealistic Expectations
When children are certified as being gifted, sometimes, they interpret this to mean they will never struggle. So, when they find themselves struggling at anything, it could affect their confidence level and make them avoid tasks that they struggle in.

This is perhaps the most apparent disadvantage of gifted programs. Gifted programs are designed to bring out the best from talented children. However, these programs need sufficient funding to offer the perfect dose of education to students. Unfortunately, many average parents find the cost of gifted programs too expensive to handle.
Gifted Programs sometimes Affect Children's Confidence
One common mistake we often see people make is assuming that intelligent children can handle everything by themselves. Well, while intelligent children are generally able to do several things intelligently, they'll still encounter areas of difficulty. It's your duty as a parent or guardian to help them balance their areas of strongholds with their areas of weaknesses. Of course, this can seem like a lot of work for untrained parents, and that's why gifted programs exist. Throughout this article, we've discussed so much about all the information you need to know about gifted programs. We've also emphasized the pros and cons to help you understand everything to expect beforehand.

Did you enjoy this post? Then you may like our other high school and middle school study tips.
A Lot of Funding is Needed to Make Gifted Programs Effective > The Best Books for Gifted Middle Schoolers > The Best Mensa Reading List

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Pros and Cons of Gifted Programs | Conquer Your Exam

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But, what exactly is a gifted program? Does it come with many pros and cons? We'll find out as we unravel detailed information about gifted programs and why it is best for gifted children. A gifted program is a unique learning process targeted at children with high IQs and special abilities.

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Secondly, gifted students socialize better in specializing schools. According to Peterson & Ray in 2006, gifted students are riskier of being bullied, teased, and rejected regardless of their ethnicity. They are the outsiders. Gifted students often have different interests than their peers. Being seen as different is one of the reasons for difficulties in socializing and making friends, which leads to several mental health issues and losing interest based on familyeducation.com research. In a gifted program, students find peers with similar intellectual pursuits and may fit in better than in a general education classroom. As a result, they feel more comfortable and find it easier to establish friendships. Certainly, we all know Thomas Edison - the inventor of the light bulb. Edison attended the only school in the area with only 40 students. While studying, Edison often asked many irrelevant and difficult questions to the teacher. Therefore, he was ridiculed by his friends. According to educationcorner.com, it has been determined that students whose education was accelerated above their age work together had better social skills than the gifted students with their peers whose education was not advanced.

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In fact, gifted education is not a separate entity from the regular education program; rather it builds and expands upon it. Gifted education is a broad group of special practices, procedures, and theories provided by the school in order to fully develop such capabilities. Not only gifted education help students to develop their talented, but also provide an environment for them to fully develop other skills, especially extracurricular. Those special services and activities are not ordinarily included in general schools.  According to OECD.com, what is common across nearly all OECD countries is the availability to give gifted students the opportunity to learn at a faster pace and have access to richer curricular activities outside the classroom.

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Nega: questioning about gifted school's quality (Teachers Are Not Adequately Trained) 

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Nega: questioning about gifted school's quality (Teachers Are Not Adequately Trained) 

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When teaching gifted students, teachers must raise the standard of instruction. This is advantageous for both teachers who decide to work with talented students and non-gifted students in general classrooms because they all have access to a better curriculum. In the Vietnamese educational program, teachers of gifted schools must have a good pedagogical university diploma. Also, they have to be enthusiastic about knowledge and instruction to enhance the lecture. Normally, the qualifications for teachers in charge of these programs are determined at the district level, according to Vittana.org.

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Promotes Socioeconomic and Racial Disparity

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Promotes Socioeconomic and Racial Disparity

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Fordham Institute website October 29th: “Gifted Education Done Right Benefits Black and Hispanic Children. It’s not Inherently Racist.” In fact, gifted schools help the low-income of Black gifted children to excel academically and earn a shot at entering selective universities. Abolishing gifted programs does not prevent the disparity, the problem lies in the gap between economic policy. Gifted education is essential to develop the gifted ability of underprivileged bright children, as they are urged to promote their potential. Hence, many countries are trying to recognize and encourage those students to help them with their talent.

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In fact, many governments are calling for funding for more gifted schools. Realizing the benefits that gifted programs could bring for gifted students and the nation's future success, at least 64% of Democrats, 67% of independents, and 61% of Republicans say federal funding for gifted students needs to be increased, according to research released by the Institute for Educational Advancement. In the future, there will be an increasing number of national funding for remaining the gifted programs.

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According to our first speaker's analysis, gifted schools create excitement and provide challenges while studying. Students stay motivated in their studies because the work is more challenging and concentrate more on their individual interests.

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According to our 2nd speaker analysis, students in gifted school are more likely to have positive self-concept due to their amazing accomplishment.

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https://www.educationcorner.com/gifted-education-pros-cons.html

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by Becton Loveless

Let's be honest, the majority of parents want their children to participate in a school gifted education program. It makes parents feel good to know that their child is considered "gifted" and most people believe that being gifted places kids on a path toward success. The truth, however, is more complicated. Although there are distinct benefits of gifted education, there are also some potentially serious problems. Not every gifted child is happy, healthy and guaranteed future professional triumph. In a previous article, I discussed the different types of gifted programs that are offered in the majority of schools teaching K-12 education. Many of the pros and cons of gifted programs are dependent on what type of program is offered by the school. The following will consider more general aspects of gifted education.

The Advantages of Gifted Education

Positive Self-Concept

Being labeled as gifted certainly is a boost to one's self-esteem. Knowing that you are one of the "smart" kids can't help but make you feel good about yourself. The effect is especially amplified when placed in a classroom along with non-identified students; gifted students tend to achieve academically at a higher level and, therefore, feel better when compared to non-identified peers. The literature refers to this as the Big Fish, Little Pond Effect.

Academic Challenge

One of the complaints you often hear from gifted children is that the work is too easy and they don't feel they are being challenged academically. Being in a gifted education program largely alleviates that concern. Children are given work commensurate with their academic level and can progress at their own pace. In many gifted programs, students are placed with other gifted children who help push them to reach their academic capabilities. Kids are more likely to reach their potential when challenged academically.

Academic Engagement

Another frequent criticism of general education is that it is boring. Because kids are not challenged, they lose interest in their academic pursuits. By increasing the difficulty of the work, and focusing more on particular interests, students stay engaged in their education. Additionally, research has shown that creative interests first explored in gifted programs often remain intact into adulthood.

Raises Level of Instruction

Teachers are forced to raise their level of instruction when educating gifted students. Not only is this beneficial for teachers who choose to instruct gifted students, but it also benefits non-gifted children in heterogeneous classrooms. There are many non-identified students who are able to learn at elevated levels and a higher level of instruction pushes them to thrive, just as it challenges the gifted students in the classroom.

Student Achievement

Although this is a controversial subject (mainly because there is research to support both sides of the argument), there is evidence to suggest that students in gifted programs exhibit higher levels of achievement than their peers. In a meta-analysis of research over the past century, it was found that particular types of gifted programs-namely acceleration and ability grouping- had significant positive effects on academic achievement.

Future Success

There appears to be a link between students who obtain gifted education services and post-graduate academic success. Several longitudinal studies have exhibited that children who are identified as gifted during grades K-12 go on to higher levels of graduate education, including a significantly higher percentage of doctoral degrees. Critics correctly remark, however, that there are many more highly successful people that were not identified as gifted. Furthermore, there are numerous different variables that affect future success.

Socialization

Gifted children often have different interests than non-identified peers. Being seen as different may lead to difficulties socializing and a feeling that they don't belong. In a gifted program, students find peers with similar intellectual pursuits and may fit in better than in a general education classroom. As a result, they feel more comfortable socializing and may find it easier to make friends. In fact, students whose education was accelerated above their age level have been found to have improved social skills compared to peers that were not accelerated.

The Disadvantages of Gifted Education

Negative Self-Concept

This is the other side of the Big Fish Little Pond Theory. If a gifted program separates out the gifted students from the non-identified kids, then a gifted child may find themselves a small fish in a big pond. Research has shown that a child's self-esteem can suffer when they no longer feel they have an academic advantage over their peers; they compare themselves to their gifted peers and might feel they do not measure up.

Expectations

Expectations play a huge role in how parents treat their children. Parents sometimes push children too hard if they think they are gifted. Additionally, If parents expect a student to be able to easily complete their work, they may be unsympathetic if they struggle in a specific area. It is important to remember that a student may have varying strengths. They may be gifted in math and science but not in reading and writing. A child may also expect they can accomplish tasks easily because they have been told they are gifted and beat up on themselves if they have difficulty. This can lead to a situation where a student stops trying due to a fear of failure; they may only attempt tasks they know they can complete with little problem.

Lack of Work Ethic

Although this certainly does not apply to every child, some gifted kids don't learn to work hard because tasks come easily to them at a young age. As they grow older and work becomes more difficult, they have not established a positive work ethic. This can somewhat be counteracted by family and teachers emphasizing the importance of effort but it can be hard to break habits if they have become ingrained in one's behavior. Dr. Anders Ericsson, a Florida State University professor, has conducted research on the relationship between IQ and attaining expertise in a specific area. He has found that IQ may help you initially grasp a skill but there is no relationship between intelligence and excelling in that activity. It is effort and practice that is integral in achieving optimal performance. Therefore, students who do not develop a solid work ethic are at a disadvantage, despite their giftedness.

Gifted Programs Are Underfunded

Gifted services are determined at the state and local level. With a focus on general student proficiency-marked by the emphasis on statewide achievement tests-not much money is allocated for gifted programs. Gifted education is often an afterthought for many schools. Only four of the 32 states that provide money for gifted programs fully fund the needs of their students. As a result, many gifted programs run on very small budgets and have limited resources. As people want to say, "you get what you pay for".

Teachers Are Not Adequately Trained

The requirements for gifted teachers are established at the local level. Ideally, a gifted program has special certification criteria for its teachers but that is not always the case. It is very possible that children in gifted and talented programs are being taught by teachers who have no special expertise in how to instruct gifted students. Furthermore, for students in gifted programs that use grouping and compacting strategies, it is possible the majority of their instruction will be done by a teacher without special certification. A certified teacher may come into the classroom at certain times during the week but those are only small periods of time compared with the amount of overall instruction.

Identification of Gifted Students

There is a lot of debate in the field as to how gifted children are identified. Most of the time, a child is initially identified as having the potential to be gifted by an elementary school teacher, based primarily on their school performance. Once they are acknowledged as possibly gifted, they are administered some form of standardized testing. This can be problematic for a variety of reasons. First, general education teachers may not be adequately equipped to recognize gifted students (see more below). Furthermore, a test score may not be a good indicator of giftedness. Intelligence is a wide-ranging variable. Depending on the testing used, it may not encompass all facets of intelligence. Moreover, there are many who believe that standardized tests of intelligence favor the wealthy because they have had opportunities and experiences that poorer children have not.

Giftedness as a construct is problematic because it is likely neither static or dichotomic. If testing occurs in second grade, who is to stay that same student would still be considered gifted a few years later? What about those students that miss the cutoff by a point or two? They may be gifted but could have had a bad day during testing. Once a child is labeled as gifted or non-gifted it is difficult to change that label at a later time. Additionally, why is being gifted an all or nothing proposition? Is having a cutoff line based on a standardized test a fair assessment of whether a student is truly gifted? As you can see, the labeling of children as gifted is fraught with problems. It is why some educators, such as James Borland, have called for the label of giftedness to be abolished.

Promotes Socioeconomic and Racial Disparity

The socioeconomic and racial disparity in gifted programs is probably the most controversial issue in gifted education. The National Association For Gifted Children notes that African American, Hispanic, and Native American children are underrepresented by at least 50 percent in gifted programs. In a Fordham Institute study, researchers Christopher Yaluma and Adam Tyner found that 12.4 percent of students in wealthier schools take part in gifted programs, but in poor schools, less than half of that number (6.1 percent) participate.

There are numerous possible reasons for these disparities. First, poorer schools may not have the resources to identify worthy students. Although poorer schools have as many gifted programs as wealthy schools, they may not have the means to accurately identify students. Screening students for gifted programs costs money. Additionally, minority parents of students may not be as knowledgeable about the gifted process and do not nominate their children for gifted services as often. It is common to hear about wealthy parents pushing for their children to be labeled as gifted, but this may not be the primary concern of parents who come from poorer backgrounds. Moreover, teachers may not be trained in identifying giftedness in minority children and may interpret it incorrectly. For example, what is deemed precocious behavior in a white child may be seen as acting out behavior in a minority student.

Teacher bias is a contentious topic in gifted education. White teachers may have a conscious or unconscious bias against nominating minority children to gifted programs. A Vanderbilt University study found that a high-scoring white student was twice as likely as a similar scoring black student to be identified as gifted. Those same researchers found that the bias disappeared when the teacher was black. Racial profiling, whether done intentionally or not, is a real phenomenon that may be contributing to the inequity in gifted programs.

The Future of Gifted Education

Gifted Education has its proponents and its detractors. Although it is under attack by certain educators, it does not appear to be disappearing anytime soon. There is a genuine need for programs in K-12 education that can help advanced learners thrive. Although being identified as gifted can lead to unrealistic expectations, it can also help a student reach their potential. Evidence suggests that gifted programs help students with academic achievement, socialization, and future success. Unfortunately, many gifted programs lack the necessary resources and are taught by teachers without the proper training. The current methods for identifying gifted learners is highly flawed. Minority children and those of low socioeconomic backgrounds are underrepresented in gifted programs for a variety of reasons. It is imperative that qualified minorities and people of low socioeconomic status receive appropriate gifted services. There is a gap in the social and economic status for minorities in this country. The proper identification and implementation of gifted services is one small way to begin to reduce this inequality.

Other Gifted Education Articles:
- Identifying Gifted Children
- Gifted Education Forms and Approaches
- How to Homeschool Gifted Kids

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Pros and Cons of Gifted Learning Programs in Schools

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by Becton Loveless Let's be honest, the majority of parents want their children to participate in a school gifted education program. It makes parents feel good to know that their child is considered "gifted" and most people believe that being gifted places kids on a path toward success.

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At the age of 4, Michelle Obama read fluently. She skipped second grade. By sixth grade, she stood out among her peers and began attending gifted classes. Michelle attended Chicago’s first magnet high school for gifted students. She went on to earn a law degree from Harvard Law School. If we abandon gifted programs, we ignore the benefits of gifted programs for diverse students like Michelle Obama.
The results of the national NAPLAN Australian student assessment in 2015 showed that the top 10% of students with the highest results differed by 6 classes compared to the group of students with the lowest results. Normal classes often ignore the learning needs of high-achieving students, who are more susceptible to behavioral problems, attitudes, and loss of study motivation.