The Johns Hopkins Center for Talented Youth (CTY) is a gifted education program for school-age children founded in 1979 by psychologist Julian Stanley at Johns Hopkins University. It was established as a research study into how academically advanced children learn and became the first program to identify academically talented students through above-grade-level testing and provide them with challenging learning opportunities. CTY offers summer, online, and family programs to students from around the world and has nearly 30,000 program enrollments annually. CTY is accredited for students in grades K to 12 by the Middle States Association of Colleges and Schools.
Gifted education is a broad group of special practices, procedures, and theories used in the education of children who have been identified as gifted or talented.
When children are young, schools begin to analyze the youngsters’ abilities and sort them into clusters based on their predicted success. The system labels the cream of the crop as gifted. Clark (2002) defines giftedness as “only a label that society gives to those who have actualized their ability to an unusually high degree or give evidence that such achievement is imminent”. The American government defines giftedness as “students, children or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities”. Gifted students learn in a different manner and at an accelerated rate compared to their peers in the classroom and therefore require gifted programs to develop and apply their talents.
The Education Program for Gifted Youth (EPGY) at Stanford University was a loose collection of gifted education programs formerly located within Stanford Pre-Collegiate Studies program. EPGY included distance and residential summer courses for students of all ages. Many of the courses were distance learning, meaning that courses were taught remotely via the Internet, rather than in the traditional classroom setting. Courses targeted students from elementary school up to advanced college graduate. Subjects offered included: Mathematics, English, Humanities, Physics, and Computer Science. Stanford Pre-Collegiate Studies is similar to the Center for Talented Youth at the Johns Hopkins University in terms of certain objectives. The EPGY courses themselves were offered by a number of institutions including Stanford and Johns Hopkins.
Julian Cecil Stanley was an American psychologist. He was an advocate of accelerated education for academically gifted children. He founded the Johns Hopkins University Center for Talented Youth (CTY), as well as a related research project, the Study of Mathematically Precocious Youth (SMPY), whose work has, since 1980, been supplemented by the Julian C. Stanley Study of Exceptional Talent (SET), which provides academic assistance to gifted children. Stanley was also widely known for his classic book, coauthored with Donald Campbell, on the design of educational and psychological research - Experimental and Quasi-experimental Designs for Research.
The School for the Talented and Gifted at the Yvonne A. Ewell Townview Magnet Center is a public college preparatory magnet secondary school located in the Oak Cliff area of Dallas, Texas. The school enrolls students in grades 9-12 and is a part of the Dallas Independent School District. It is known for its liberal arts, Advanced Placement Program and intensive education style. In 2006, 2007, 2009, and 2010 Newsweek named the school the #1 public high school in the United States. In 2012, 2013, 2014, 2015 and 2016, U.S. News & World Report named TAG the #1 public high school in the United States.
Bridges Academy is a college prep school serving twice-exceptional learners—students who are gifted but who also have learning differences such as Autism, AD/HD, executive functioning challenges, processing deficits, and mild dyslexia. The students are driven by creativity and intellectual curiosity. The Bridges educational model is strength-based and talent-development driven. Each student has an individual learning plan created to meet their diverse learning style, academic, creative and social/emotional needs. Stimulating core classes, abundant enrichment, small class size, extensive academic supports and a vital advisory and mentoring program are all part of the Bridges approach. The school is located in Studio City, Los Angeles, California.
Center for Talent Development (CTD), established in 1982, is a direct service and research center in the field of gifted education and talent development based at Northwestern University.
Westmount Charter School is a charter school for gifted learners based in Calgary, Alberta, Canada which educates students from kindergarten to grade 12. It was founded in 1996 as ABC Charter Public School by the Action for Bright Children Society,
English-Language Learner is a term used in some English-speaking countries such as the US and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals. Various other terms are also used to refer to students who are not proficient in English, such as English as a Second Language (ESL), English as an Additional Language (EAL), limited English proficient (LEP), Culturally and Linguistically Diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'. The instruction and assessment of students, their cultural background, and the attitudes of classroom teachers towards ELLs have all been found to be factors in the achievement of these students. Several methods have been suggested to effectively teach ELLs, including integrating their home cultures into the classroom, involving them in language-appropriate content-area instruction early on, and integrating literature into their learning programs.
Gifted Education in public schools is mandated by Georgia law and is governed by the Georgia Board of Education (GBOE) Rule 160-4-2-.38 and GBOE-approved regulations. The GBOE Gifted Education Rule was initiated November 13, 1997, reinitiated January 8, 1998 and then adopted on February 12, 1998 in the final form.
Grade skipping is a form of academic acceleration, often used for academically talented students, that enable the student to skip entirely the curriculum of one or more years of school. Grade skipping allows students to learn at a level appropriate for their cognitive abilities, and is normally seen in schools that group students primarily according to their chronological age, rather than by their individual developmental levels. Grade skipping is usually done when a student is sufficiently advanced in all school subjects, so that they can move forward in all subjects or graduate, rather than in only one or two areas. There are alternatives to grade skipping.
The Science, Technology, Engineering and Mathematics Education Program is a science and mathematics-oriented curriculum devised for high schools in the Philippines. The STEM program is offered by specialized high schools, whether public or private, supervised by the Department of Education. Currently, there are 110 high schools offering the STEM program, the majority being public. It was piloted in 1994 by the Department of Science & Technology (DOST).
The Governor's School of Texas, formerly the Texas Honors Leadership Program (THLP), is a summer program for academically talented high school students from Texas, who have completed their sophomore or junior years. The program is a member of the National Conference of Governor's Schools. 100 students are selected each year and scholars, who are nominated by their senior counselors, are invited to serve as junior counselors for the following year. Held at Lamar University in Beaumont, Texas, the School is an intensive three-week residential program. The program's curriculum is designed to develop skills in creativity, problem-solving, leadership, negotiation and conflict resolution, higher-level thinking, research and study skills and ethical decision-making. As an incentive to foster creativity, the program includes no grades or academic credit.
The term twice exceptional, often abbreviated as 2e, entered educators' lexicons in the mid-1990s and refers to gifted students who have some form of disability. These students are considered exceptional both because of their giftedness and because they are disabled. Ronksley-Pavia (2015) presents a useful conceptual model of the co-occurrence of disability and giftedness.
Clackamas Web Academy is a public school in Clackamas, Oregon, United States.
Cluster grouping is an educational process in which four to six gifted and talented (GT) or high-achieving students or both are assigned to an otherwise heterogeneous classroom within their grade to be instructed by a teacher who has had specialized training in differentiating for gifted learners. Clustering can be contrasted with other ability-grouping strategies in which high achievers fill their own dedicated class, entirely separate from other students.
Gifted pull-outs are an educational approach in which gifted students are removed from a heterogeneous (mixed-ability) classroom to spend a portion of their time with academic peers. Pull-outs tend to meet one to two hours per week. The students meet with a teacher to engage in enrichment or extension activities that may or may not be related to the curriculum being taught in the regular classroom. Pull-out teachers in some states are not required to have any formal background in gifted education.
The Gifted Education Research Resource Institute (GERI) is a multidimensional center dedicated to the study, discovery, and development of human potential. It was founded by John F. Feldhusen in 1977 and is situated in the College of Education, Purdue University in West Lafayette, Indiana. GERI's mission is holistic development of giftedness, creativity, and talent among individuals throughout their lifespan. This is accomplished through enrichment programs for talented youth, graduate programs for future scholars and leaders, professional development and coursework for educators, and ongoing research on the psychology of giftedness, creativity, and talent development. GERI faculty and staff work with P-12 educators in developing and improving services for gifted, creative, and talented children, as well as training school teachers and administrators in gifted education. In addition, GERI has developed several programs for talented youth. The Super Saturday program, a six-week enrichment program, was created in the spring of 1976. In 1977, GERI began Summer Residential Camps, aimed at providing a preview of college life to talented students.
