The optimal match: Devising the best compromise for the highly gifted student

Abstract

Providing an optimal educational setting for the highly able learner requires multiple compromises. The educational system in contemporary United States is an age-graded progression that allows little flexibility for the youngster who is different. For the very bright child, it is impossible within the system to achieve, simultaneously, matching with classmates who are (1) of the same age and average intelligence, (2) at the child's own level of social and emotional maturity, and (3) at the child's level of intellectual maturity and/or academic achievement. Placement in segregated classes for gifted youngsters precludes interaction with nongifted peers and, for the highly advanced child, may still not provide an adequate match in other spheres. Acceleration of academic placement (grade skipping) can often improve the match between capability and intellectual challenge and provide exposure to a wider range of non-

The Performance of Students in a Program of Radical Acceleration at the University Level

“…The criteria for admitting a youngster at age 14 or below to full time participation in a university community include more than evidence of high ability and school achievement, although these factors are basic to such a decision (Robinson, 1983;Robinson & Robinson, 1982). For appropriate candidates provided with skilled support, this study finds high scholastic achievement, positive attitudes toward education, and subsequent entre to first-rank graduate programs.…”

“…Since 1977, the Early Entrance Program (EEP) at the University of Washington has provided for the matriculation of junior high school age youngsters judged to be essentially ready for university level work (Robinson, 1983;Robinson & Robinson, 1982). These students, chosen for their exceptional ability and high motivation, have ranged in age at matriculation from ten to fourteen years.…”

Talent search research: what have we learned?

“…There were also interventions to develop state-supported residential high-schools (Stanley, 1991) and early college entrance programs (Boothe et al, 1999; as alternatives to full-time early entrance into college without special academic and social support. Stanley and his colleagues now recommend considering a smorgasbord of accelerative options to select those most appropriate to help individual students achieve an optimal educational program (see, for example, Stanley, 1979;Robinson & Robinson, 1982;Stanley & Benbow, 1983;Durden & Tangherlini, 1993;Benbow & Stanley, 1996;Lupkowski-Shoplik et al, 2003;Brody, 2004b).…”

The role of universities and colleges in educating gifted undergraduates

“…Such acceleration clearly fits the model of the "optimal match (Robinson & Robinson, 1982), which expresses the time-honored adage that students leam best what they are just about ready for at a pace that matches their own developmental rate.…”