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For example, statistics from 1993 indicate that in the U.S., Black students represented 16.2% of public school students, but only constituted 8.4% of students enrolled in gifted education programs. Similarly, while Hispanic students represented 9% of public school students, these students only represented 4.7% of those identified as gifted. [ 55 ]
An enrichment program teaches additional, deeper material, but keeps the student progressing through the curriculum at the same rate as other students. For example, after the gifted students have completed the normal work in the curriculum, an enrichment program might provide them with additional information about a subject.
Like those who are gifted, twice-exceptional children often show greater asynchrony than average children (that is, a larger gap between their mental age and physical age). They are often intense and highly sensitive to their emotional and physical environments. The following chart summarizes characteristics commonly seen in this population.
The big idea High-achieving students from low-income backgrounds are half as likely to be placed in a gifted program as their more affluent peers, according to a study we published in 2022.
In practice, the rater of a preschooler, for example, may not be the same person that spends time with the child. Rating scales, in general, are limited to the informant's perspective. Information that may be relevant to the subject, but that is not covered by the items of the scale will be missed.
Conversely, historical examples of jealousy and spite toward gifted students have been noted by writers. Leonard Mlodinow recounts of Isaac Newton's school years that "being different and clearly intellectually superior brought Newton the same reaction then as it would today—the other kids hated him." [2]
Seattle is getting rid of its specialized public schools in an effort to increase racial equity. Ironically, this decision may end up hurting the very students the policy change is intended to help.
However, in 1980, CTY expanded its reach by initiating a Talent Search across the United States to identify gifted students. While the program at St. Mary's concluded by the end of the 1981 summer, CTY's growth was propelled by two locations: Carlisle and Lancaster , which played a significant role in shaping the organization's present-day stature.