American education has long been under a microscope. In a time when
all aspects of our school system face close scrutiny, educators,
administrators, and parents are asking critical questions about how
we educate those superior students we call "able learners." Our
schools reward behavior inappropriate for an independent thinker,
researcher, or artist. Programming for our most capable students is
fragmented and discontinuous. And yet there are schools and
programs that hold significant promise. This four-year national
study from the Sid W. Richardson Foundation provides a broad
database, looks into the backgrounds of a few unusually creative
individuals, and examines programs with a record of success. It
argues in favor of comprehensive programming for able learners,
providing a steady challenge for all students, helping to insure
that no individual talent withers for want of opportunity. Included
are recommendations for discovering and nurturing talent in
students (including traditionally neglected groups, the
economically disadvantaged, and the culturally diverse), building
and administering sound programs, developing appropriately trained
staff and teachers, and evaluating effectiveness of programs to
assure accountability and add credibility. Compiling data from
diverse sources-including 35 MacArthur Foundation Fellows, 400
schools, 1,172 school districts, and countless school personnel and
students-the study looks at programs for able learners throughout
the country, from Project Pegasus in Iowa to Oaks Academy in Texas,
from Bronx High School of Science in New York to Bishop Carroll
High School in Alberta, Canada. The authors' conclusions based on
this broad investigation provide an impassioned call for
coordinated schooling and cooperation among all segments of society
to develop a new generation of creative, self-motivated students.
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