Gifted Education in Korea: Three Korean High Schools for the Mathematically Gifted

Influences of Formal Schooling on International Mathematical Olympiad Winners From Korea

“…From elementary to high school, the Olympians attended various types of schools, including public, private, and specialized schools, which, in Korea, are part of public education (K. Choi & Hong, 2009). They reported both positive and negative experiences relative to the type of schools they attended, the school system and administration, their teachers, club activities, in-school competitions, enrichment classes, and their peers.…”

“…Because winning awards at national competitions ensures admission into specialized high schools, it is crucial for students interested in entering such schools to participate in competitions during middle school. (Choi & Hong, 2009). To increase an opportunity to enter specialized high school for that year's graduates (the last year in middle school), middle schools tend to select ninth graders instead of seventh graders for regional competitions.…”

“…However, they had the option to attend a specialized high school (K. Choi & Hong, 2009). Being high achievers from regional and national mathematics competitions, entrance to specialized science high schools was secured for all five.…”

“…As a result, many students seek specialized schools or programs to develop their abilities and to meet peers with similar abilities and interests that they may not experience in a regular classroom (Page et al, 1985;Sawyer, 1986). A specialized school or program offers a supportive and stimulating educational and social climate that accommodates students with special needs and their parents who seek guidance (K. Choi & Hong, 2009;Lengfelder & Heller, 2002;Vogeli, 1997). Graduates from these programs or schools are known for their exceptional success in their college and career choices (Lubinski, Benbow, Webb, & Bleske-Rechek, 2006).…”

Opportunities to Explore for Gifted STEM Students in Korea: From Admissions Criteria to Curriculum

“…This prohibition stems from a recent policy of the Ministry of Education, Science and Technology (MEST) 3 to discourage overly competitive activities that could cause harm, rather than benefit young children's development (MEST, 2009). In the past, national competition achievement was highly valued when selecting students to SAs and SHSs (K. Choi & Hong, 2009). With competition results significant factors in STEM school admission, competitive parents sought costly private education to prepare children, and this became a social issue of forcing young children into competitive environments, as well as creating inequitable educational opportunities (H. S. Choi, 2009;MEST, 2009).…”