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href="#Compacting"> <div class="vector-toc-text"> <span class="vector-toc-numb">1.4</span> <span>Compacting</span> </div> </a> <ul id="toc-Compacting-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Enrichment" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Enrichment"> <div class="vector-toc-text"> <span class="vector-toc-numb">1.5</span> <span>Enrichment</span> </div> </a> <ul id="toc-Enrichment-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Full-time_separate_classes_or_schools" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Full-time_separate_classes_or_schools"> <div class="vector-toc-text"> <span class="vector-toc-numb">1.6</span> <span>Full-time separate classes or schools</span> </div> </a> <ul id="toc-Full-time_separate_classes_or_schools-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Hobby" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Hobby"> <div class="vector-toc-text"> <span class="vector-toc-numb">1.7</span> <span>Hobby</span> </div> </a> <ul id="toc-Hobby-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Homeschooling" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Homeschooling"> <div class="vector-toc-text"> <span class="vector-toc-numb">1.8</span> <span>Homeschooling</span> </div> </a> <ul id="toc-Homeschooling-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Pull-out" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Pull-out"> <div class="vector-toc-text"> <span class="vector-toc-numb">1.9</span> <span>Pull-out</span> </div> </a> <ul id="toc-Pull-out-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Self-pacing" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Self-pacing"> <div class="vector-toc-text"> <span class="vector-toc-numb">1.10</span> <span>Self-pacing</span> </div> </a> <ul id="toc-Self-pacing-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Summer_enrichment" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Summer_enrichment"> <div class="vector-toc-text"> <span class="vector-toc-numb">1.11</span> <span>Summer enrichment</span> </div> </a> <ul id="toc-Summer_enrichment-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Identifying_gifted_children" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Identifying_gifted_children"> <div class="vector-toc-text"> <span class="vector-toc-numb">2</span> <span>Identifying gifted children</span> </div> </a> <ul id="toc-Identifying_gifted_children-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Studies_of_giftedness" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Studies_of_giftedness"> <div class="vector-toc-text"> <span class="vector-toc-numb">3</span> <span>Studies of giftedness</span> </div> </a> <button aria-controls="toc-Studies_of_giftedness-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Studies of giftedness subsection</span> </button> <ul id="toc-Studies_of_giftedness-sublist" class="vector-toc-list"> <li id="toc-Definition_of_giftedness" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Definition_of_giftedness"> <div class="vector-toc-text"> <span class="vector-toc-numb">3.1</span> <span>Definition of giftedness</span> </div> </a> <ul id="toc-Definition_of_giftedness-sublist" class="vector-toc-list"> <li id="toc-Reliance_on_IQ" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Reliance_on_IQ"> <div class="vector-toc-text"> <span class="vector-toc-numb">3.1.1</span> <span>Reliance on IQ</span> </div> </a> <ul id="toc-Reliance_on_IQ-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> </ul> </li> <li id="toc-History" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#History"> <div class="vector-toc-text"> <span class="vector-toc-numb">4</span> <span>History</span> </div> </a> <button aria-controls="toc-History-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle History subsection</span> </button> <ul id="toc-History-sublist" class="vector-toc-list"> <li id="toc-Classical_era_to_Renaissance" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Classical_era_to_Renaissance"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.1</span> <span>Classical era to Renaissance</span> </div> </a> <ul id="toc-Classical_era_to_Renaissance-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Francis_Galton" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Francis_Galton"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.2</span> <span>Francis Galton</span> </div> </a> <ul id="toc-Francis_Galton-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Lewis_Terman" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Lewis_Terman"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.3</span> <span>Lewis Terman</span> </div> </a> <ul id="toc-Lewis_Terman-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Leta_Hollingworth" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Leta_Hollingworth"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.4</span> <span>Leta Hollingworth</span> </div> </a> <ul id="toc-Leta_Hollingworth-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Cold_War" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Cold_War"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.5</span> <span>Cold War</span> </div> </a> <ul id="toc-Cold_War-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Marland_Report" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Marland_Report"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.6</span> <span>Marland Report</span> </div> </a> <ul id="toc-Marland_Report-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-A_Nation_at_Risk" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#A_Nation_at_Risk"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.7</span> <span>A Nation at Risk</span> </div> </a> <ul id="toc-A_Nation_at_Risk-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Jacob_Javits_Gifted_and_Talented_Students_Education_Act" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Jacob_Javits_Gifted_and_Talented_Students_Education_Act"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.8</span> <span>Jacob Javits Gifted and Talented Students Education Act</span> </div> </a> <ul id="toc-Jacob_Javits_Gifted_and_Talented_Students_Education_Act-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-No_Child_Left_Behind" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#No_Child_Left_Behind"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.9</span> <span>No Child Left Behind</span> </div> </a> <ul id="toc-No_Child_Left_Behind-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-A_Nation_Deceived" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#A_Nation_Deceived"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.10</span> <span>A Nation Deceived</span> </div> </a> <ul id="toc-A_Nation_Deceived-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Global_implementation" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Global_implementation"> <div class="vector-toc-text"> <span class="vector-toc-numb">5</span> <span>Global implementation</span> </div> </a> <button aria-controls="toc-Global_implementation-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Global implementation subsection</span> </button> <ul id="toc-Global_implementation-sublist" class="vector-toc-list"> <li id="toc-Australia" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Australia"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.1</span> <span>Australia</span> </div> </a> <ul id="toc-Australia-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Brazil" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Brazil"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.2</span> <span>Brazil</span> </div> </a> <ul id="toc-Brazil-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Canada" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Canada"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.3</span> <span>Canada</span> </div> </a> <ul id="toc-Canada-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Hong_Kong" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Hong_Kong"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.4</span> <span>Hong Kong</span> </div> </a> <ul id="toc-Hong_Kong-sublist" class="vector-toc-list"> <li id="toc-Definition_of_giftedness_2" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Definition_of_giftedness_2"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.4.1</span> <span>Definition of giftedness</span> </div> </a> <ul id="toc-Definition_of_giftedness_2-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Mission_and_principles" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Mission_and_principles"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.4.2</span> <span>Mission and principles</span> </div> </a> <ul id="toc-Mission_and_principles-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Framework" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Framework"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.4.3</span> <span>Framework</span> </div> </a> <ul id="toc-Framework-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-India" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#India"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.5</span> <span>India</span> </div> </a> <ul id="toc-India-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Iran" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Iran"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.6</span> <span>Iran</span> </div> </a> <ul id="toc-Iran-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Norway" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Norway"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.7</span> <span>Norway</span> </div> </a> <ul id="toc-Norway-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Republic_of_Ireland" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Republic_of_Ireland"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.8</span> <span>Republic of Ireland</span> </div> </a> <ul id="toc-Republic_of_Ireland-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-South_Korea" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#South_Korea"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.9</span> <span>South Korea</span> </div> </a> <ul id="toc-South_Korea-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Singapore" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Singapore"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.10</span> <span>Singapore</span> </div> </a> <ul id="toc-Singapore-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Slovakia" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Slovakia"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.11</span> <span>Slovakia</span> </div> </a> <ul id="toc-Slovakia-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Turkey" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Turkey"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.12</span> <span>Turkey</span> </div> </a> <ul id="toc-Turkey-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-United_Kingdom" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#United_Kingdom"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.13</span> <span>United Kingdom</span> </div> </a> <ul id="toc-United_Kingdom-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-United_States" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#United_States"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.14</span> <span>United States</span> </div> </a> <ul id="toc-United_States-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Commonly_used_terms" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Commonly_used_terms"> <div class="vector-toc-text"> <span class="vector-toc-numb">6</span> <span>Commonly used terms</span> </div> </a> <ul id="toc-Commonly_used_terms-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Justification" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Justification"> <div class="vector-toc-text"> <span class="vector-toc-numb">7</span> <span>Justification</span> </div> </a> <ul id="toc-Justification-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Controversies" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Controversies"> <div class="vector-toc-text"> <span class="vector-toc-numb">8</span> <span>Controversies</span> </div> </a> <button aria-controls="toc-Controversies-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Controversies subsection</span> </button> <ul id="toc-Controversies-sublist" class="vector-toc-list"> <li id="toc-Class_and_ethnicity" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Class_and_ethnicity"> <div class="vector-toc-text"> <span class="vector-toc-numb">8.1</span> <span>Class and ethnicity</span> </div> </a> <ul id="toc-Class_and_ethnicity-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Emotional_aspects" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Emotional_aspects"> <div class="vector-toc-text"> <span class="vector-toc-numb">8.2</span> <span>Emotional aspects</span> </div> </a> <ul id="toc-Emotional_aspects-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Gender" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Gender"> <div class="vector-toc-text"> <span class="vector-toc-numb">8.3</span> <span>Gender</span> </div> </a> <ul id="toc-Gender-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Test_preparation" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Test_preparation"> <div class="vector-toc-text"> <span class="vector-toc-numb">8.4</span> <span>Test preparation</span> </div> </a> <ul id="toc-Test_preparation-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Scholarly_journals" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Scholarly_journals"> <div class="vector-toc-text"> <span class="vector-toc-numb">9</span> <span>Scholarly journals</span> </div> </a> <ul id="toc-Scholarly_journals-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-See_also" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#See_also"> <div class="vector-toc-text"> <span class="vector-toc-numb">10</span> <span>See also</span> </div> </a> <ul id="toc-See_also-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Notes" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Notes"> <div class="vector-toc-text"> <span class="vector-toc-numb">11</span> <span>Notes</span> </div> </a> <ul id="toc-Notes-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Further_reading" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Further_reading"> <div class="vector-toc-text"> <span class="vector-toc-numb">12</span> <span>Further reading</span> </div> </a> <ul id="toc-Further_reading-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-External_links" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#External_links"> <div class="vector-toc-text"> <span class="vector-toc-numb">13</span> <span>External links</span> </div> </a> <ul id="toc-External_links-sublist" class="vector-toc-list"> </ul> </li> </ul> </div> </div> </nav> </div> </div> <div class="mw-content-container"> <main id="content" class="mw-body"> <header class="mw-body-header vector-page-titlebar"> <nav aria-label="Contents" class="vector-toc-landmark"> <div id="vector-page-titlebar-toc" class="vector-dropdown vector-page-titlebar-toc vector-button-flush-left" > <input type="checkbox" id="vector-page-titlebar-toc-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-vector-page-titlebar-toc" class="vector-dropdown-checkbox " aria-label="Toggle the table of contents" > <label id="vector-page-titlebar-toc-label" for="vector-page-titlebar-toc-checkbox" class="vector-dropdown-label cdx-button cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--weight-quiet cdx-button--icon-only " aria-hidden="true" ><span class="vector-icon mw-ui-icon-listBullet mw-ui-icon-wikimedia-listBullet"></span> <span class="vector-dropdown-label-text">Toggle the table of contents</span> </label> <div class="vector-dropdown-content"> <div id="vector-page-titlebar-toc-unpinned-container" class="vector-unpinned-container"> </div> </div> </div> </nav> <h1 id="firstHeading" class="firstHeading mw-first-heading"><span class="mw-page-title-main">Gifted education</span></h1> <div id="p-lang-btn" class="vector-dropdown mw-portlet mw-portlet-lang" > <input type="checkbox" id="p-lang-btn-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-p-lang-btn" class="vector-dropdown-checkbox mw-interlanguage-selector" aria-label="Go to an article in another language. Available in 12 languages" > <label id="p-lang-btn-label" for="p-lang-btn-checkbox" class="vector-dropdown-label cdx-button cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--weight-quiet cdx-button--action-progressive mw-portlet-lang-heading-12" aria-hidden="true" ><span class="vector-icon mw-ui-icon-language-progressive mw-ui-icon-wikimedia-language-progressive"></span> <span class="vector-dropdown-label-text">12 languages</span> </label> <div class="vector-dropdown-content"> <div class="vector-menu-content"> <ul class="vector-menu-content-list"> <li class="interlanguage-link interwiki-ar mw-list-item"><a href="https://ar.wikipedia.org/wiki/%D8%AA%D8%B9%D9%84%D9%8A%D9%85_%D8%A7%D9%84%D9%85%D9%88%D9%87%D9%88%D8%A8%D9%8A%D9%86" title="تعليم الموهوبين – Arabic" lang="ar" hreflang="ar" data-title="تعليم الموهوبين" data-language-autonym="العربية" data-language-local-name="Arabic" class="interlanguage-link-target"><span>العربية</span></a></li><li class="interlanguage-link interwiki-cs mw-list-item"><a href="https://cs.wikipedia.org/wiki/V%C3%BDchova_nadan%C3%BDch_d%C4%9Bt%C3%AD" title="Výchova nadaných dětí – Czech" lang="cs" hreflang="cs" data-title="Výchova nadaných dětí" data-language-autonym="Čeština" data-language-local-name="Czech" class="interlanguage-link-target"><span>Čeština</span></a></li><li class="interlanguage-link interwiki-de mw-list-item"><a href="https://de.wikipedia.org/wiki/Begabtenf%C3%B6rderung" title="Begabtenförderung – German" lang="de" hreflang="de" data-title="Begabtenförderung" data-language-autonym="Deutsch" data-language-local-name="German" class="interlanguage-link-target"><span>Deutsch</span></a></li><li class="interlanguage-link interwiki-fa mw-list-item"><a href="https://fa.wikipedia.org/wiki/%D8%A2%D9%85%D9%88%D8%B2%D8%B4_%D8%AA%DB%8C%D8%B2%D9%87%D9%88%D8%B4%D8%A7%D9%86" title="آموزش تیزهوشان – Persian" lang="fa" hreflang="fa" data-title="آموزش تیزهوشان" data-language-autonym="فارسی" data-language-local-name="Persian" class="interlanguage-link-target"><span>فارسی</span></a></li><li class="interlanguage-link interwiki-ko mw-list-item"><a href="https://ko.wikipedia.org/wiki/%EC%98%81%EC%9E%AC%EA%B5%90%EC%9C%A1" title="영재교육 – Korean" lang="ko" hreflang="ko" data-title="영재교육" data-language-autonym="한국어" data-language-local-name="Korean" class="interlanguage-link-target"><span>한국어</span></a></li><li class="interlanguage-link interwiki-nl mw-list-item"><a href="https://nl.wikipedia.org/wiki/Onderwijs_voor_hoogbegaafden" title="Onderwijs voor hoogbegaafden – Dutch" lang="nl" hreflang="nl" data-title="Onderwijs voor hoogbegaafden" data-language-autonym="Nederlands" data-language-local-name="Dutch" class="interlanguage-link-target"><span>Nederlands</span></a></li><li class="interlanguage-link interwiki-ja mw-list-item"><a href="https://ja.wikipedia.org/wiki/%E3%82%AE%E3%83%95%E3%83%86%E3%83%83%E3%83%89%E6%95%99%E8%82%B2" title="ギフテッド教育 – Japanese" lang="ja" hreflang="ja" data-title="ギフテッド教育" data-language-autonym="日本語" data-language-local-name="Japanese" class="interlanguage-link-target"><span>日本語</span></a></li><li class="interlanguage-link interwiki-pl mw-list-item"><a href="https://pl.wikipedia.org/wiki/Nauczanie_dzieci_uzdolnionych" title="Nauczanie dzieci uzdolnionych – Polish" lang="pl" hreflang="pl" data-title="Nauczanie dzieci uzdolnionych" data-language-autonym="Polski" data-language-local-name="Polish" class="interlanguage-link-target"><span>Polski</span></a></li><li class="interlanguage-link interwiki-pt mw-list-item"><a href="https://pt.wikipedia.org/wiki/Educa%C3%A7%C3%A3o_para_superdotados" title="Educação para superdotados – Portuguese" lang="pt" hreflang="pt" data-title="Educação para superdotados" data-language-autonym="Português" data-language-local-name="Portuguese" class="interlanguage-link-target"><span>Português</span></a></li><li class="interlanguage-link interwiki-ro mw-list-item"><a href="https://ro.wikipedia.org/wiki/Educa%C8%9Bia_copiilor_supradota%C8%9Bi" title="Educația copiilor supradotați – Romanian" lang="ro" hreflang="ro" data-title="Educația copiilor supradotați" data-language-autonym="Română" data-language-local-name="Romanian" class="interlanguage-link-target"><span>Română</span></a></li><li class="interlanguage-link interwiki-simple mw-list-item"><a href="https://simple.wikipedia.org/wiki/Gifted_education" title="Gifted education – Simple English" lang="en-simple" hreflang="en-simple" data-title="Gifted education" data-language-autonym="Simple English" data-language-local-name="Simple English" class="interlanguage-link-target"><span>Simple English</span></a></li><li class="interlanguage-link interwiki-sv mw-list-item"><a href="https://sv.wikipedia.org/wiki/Spetsutbildning" title="Spetsutbildning – Swedish" lang="sv" hreflang="sv" data-title="Spetsutbildning" data-language-autonym="Svenska" data-language-local-name="Swedish" 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id="siteSub" class="noprint">From Wikipedia, the free encyclopedia</div> </div> <div id="contentSub"><div id="mw-content-subtitle"></div></div> <div id="mw-content-text" class="mw-body-content"><div class="mw-content-ltr mw-parser-output" lang="en" dir="ltr"><div class="shortdescription nomobile noexcerpt noprint searchaux" style="display:none">Special education for gifted or talented children</div> <style data-mw-deduplicate="TemplateStyles:r1129693374">.mw-parser-output .hlist dl,.mw-parser-output .hlist ol,.mw-parser-output .hlist ul{margin:0;padding:0}.mw-parser-output .hlist dd,.mw-parser-output .hlist dt,.mw-parser-output .hlist li{margin:0;display:inline}.mw-parser-output .hlist.inline,.mw-parser-output .hlist.inline dl,.mw-parser-output .hlist.inline ol,.mw-parser-output .hlist.inline ul,.mw-parser-output .hlist dl dl,.mw-parser-output .hlist dl ol,.mw-parser-output .hlist dl ul,.mw-parser-output .hlist ol dl,.mw-parser-output .hlist ol ol,.mw-parser-output .hlist ol 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3.3em}@media(max-width:640px){body.mediawiki .mw-parser-output .sidebar{width:100%!important;clear:both;float:none!important;margin-left:0!important;margin-right:0!important}}body.skin--responsive .mw-parser-output .sidebar a>img{max-width:none!important}@media screen{html.skin-theme-clientpref-night .mw-parser-output .sidebar:not(.notheme) .sidebar-list-title,html.skin-theme-clientpref-night .mw-parser-output .sidebar:not(.notheme) .sidebar-title-with-pretitle{background:transparent!important}html.skin-theme-clientpref-night .mw-parser-output .sidebar:not(.notheme) .sidebar-title-with-pretitle a{color:var(--color-progressive)!important}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .sidebar:not(.notheme) .sidebar-list-title,html.skin-theme-clientpref-os .mw-parser-output .sidebar:not(.notheme) .sidebar-title-with-pretitle{background:transparent!important}html.skin-theme-clientpref-os .mw-parser-output .sidebar:not(.notheme) .sidebar-title-with-pretitle a{color:var(--color-progressive)!important}}@media print{body.ns-0 .mw-parser-output .sidebar{display:none!important}}</style><table class="sidebar nomobile nowraplinks"><tbody><tr><th class="sidebar-title" style="background:#bbddff;"><a href="/wiki/Educational_research" title="Educational research">Educational research</a></th></tr><tr><th class="sidebar-heading" style="background:#bbddff;"> Disciplines</th></tr><tr><td class="sidebar-content hlist" style="padding-top:0.15em;padding-bottom:0.7em;"> <ul><li><a href="/wiki/Curriculum_studies" title="Curriculum studies">Curriculum studies</a></li> <li><a href="/wiki/Education_sciences" title="Education sciences">Education sciences</a></li> <li><a href="/wiki/Educational_evaluation" title="Educational evaluation">Evaluation</a></li> <li><a href="/wiki/History_of_education" title="History of education">History</a></li> <li><a href="/wiki/Philosophy_of_education" title="Philosophy of education">Philosophy</a></li> <li><a href="/wiki/Educational_psychology" title="Educational psychology">Psychology</a> (<a href="/wiki/School_psychology" title="School psychology">school</a>)</li> <li><a href="/wiki/Educational_technology" title="Educational technology">Technology</a></li> <li><a href="/wiki/International_education" title="International education">International education</a></li> <li><a href="/wiki/School_counselor" title="School counselor">School counseling</a></li> <li><a href="/wiki/Special_education" title="Special education">Special education</a></li> <li><a class="mw-selflink selflink">Gifted education</a></li> <li><a href="/wiki/Female_education" title="Female education">Female education</a></li> <li><a href="/wiki/Religious_education" title="Religious education">Religious education</a></li> <li><a href="/wiki/Teacher_education" title="Teacher education">Teacher education</a></li> <li><a href="/wiki/Teaching_method" title="Teaching method">Teaching method</a></li></ul></td> </tr><tr><th class="sidebar-heading" style="background:#bbddff;"> Curricular domains</th></tr><tr><td class="sidebar-content hlist" style="padding-top:0.15em;padding-bottom:0.7em;"> <ul><li><a href="/wiki/Visual_arts_education" title="Visual arts education">Arts</a></li> <li><a href="/wiki/Business_education" title="Business education">Business</a></li> <li><a href="/wiki/Computer_science_education" class="mw-redirect" title="Computer science education">Computer science</a></li> <li><a href="/wiki/Early_childhood_education" title="Early childhood education">Early childhood</a></li> <li><a href="/wiki/Engineering_education_research" title="Engineering education research">Engineering</a></li> <li><a href="/wiki/Language_education" title="Language education">Language</a></li> <li><a href="/wiki/Literacy_education" class="mw-redirect" title="Literacy education">Literacy</a></li> <li><a href="/wiki/Mathematics_education" title="Mathematics education">Mathematics</a></li> <li><a href="/wiki/Performing_arts_education" title="Performing arts education">Performing arts</a></li> <li><a href="/wiki/Science_education" title="Science education">Science</a></li> <li><a href="/wiki/Social_science_education" class="mw-redirect" title="Social science education">Social science</a></li> <li><a href="/wiki/Technology_education" title="Technology education">Technology</a></li> <li><a href="/wiki/Vocational_education" title="Vocational education">Vocational</a></li></ul></td> </tr><tr><th class="sidebar-heading" style="background:#bbddff;"> Methods</th></tr><tr><td class="sidebar-content hlist" style="padding-top:0.15em;padding-bottom:0.7em;"> <ul><li><a href="/wiki/Case_method" title="Case method">Case method</a></li> <li><a href="/wiki/Conversation_analysis" title="Conversation analysis">Conversation analysis</a></li> <li><a href="/wiki/Discourse_analysis" title="Discourse analysis">Discourse analysis</a></li> <li><a href="/wiki/Evidence-based_education" title="Evidence-based education">Evidence-based</a></li> <li><a href="/wiki/Factor_analysis" title="Factor analysis">Factor analysis</a></li> <li><a href="/wiki/Factorial_experiment" title="Factorial experiment">Factorial experiment</a></li> <li><a href="/wiki/Focus_group" title="Focus group">Focus group</a></li> <li><a href="/wiki/Meta-analysis" title="Meta-analysis">Meta-analysis</a></li> <li><a href="/wiki/Multivariate_statistics" title="Multivariate statistics">Multivariate statistics</a></li> <li><a href="/wiki/Participant_observation" title="Participant observation">Participant observation</a></li> <li><a href="/wiki/Education_reform" title="Education reform">Reform</a></li></ul></td> </tr><tr><td class="sidebar-navbar"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><style data-mw-deduplicate="TemplateStyles:r1239400231">.mw-parser-output .navbar{display:inline;font-size:88%;font-weight:normal}.mw-parser-output .navbar-collapse{float:left;text-align:left}.mw-parser-output .navbar-boxtext{word-spacing:0}.mw-parser-output .navbar ul{display:inline-block;white-space:nowrap;line-height:inherit}.mw-parser-output .navbar-brackets::before{margin-right:-0.125em;content:"[ "}.mw-parser-output .navbar-brackets::after{margin-left:-0.125em;content:" ]"}.mw-parser-output .navbar li{word-spacing:-0.125em}.mw-parser-output .navbar a>span,.mw-parser-output .navbar a>abbr{text-decoration:inherit}.mw-parser-output .navbar-mini abbr{font-variant:small-caps;border-bottom:none;text-decoration:none;cursor:inherit}.mw-parser-output .navbar-ct-full{font-size:114%;margin:0 7em}.mw-parser-output .navbar-ct-mini{font-size:114%;margin:0 4em}html.skin-theme-clientpref-night .mw-parser-output .navbar li a abbr{color:var(--color-base)!important}@media(prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .navbar li a abbr{color:var(--color-base)!important}}@media print{.mw-parser-output .navbar{display:none!important}}</style><div class="navbar plainlinks hlist navbar-mini"><ul><li class="nv-view"><a href="/wiki/Template:Educational_research" title="Template:Educational research"><abbr title="View this template">v</abbr></a></li><li class="nv-talk"><a href="/wiki/Template_talk:Educational_research" title="Template talk:Educational research"><abbr title="Discuss this template">t</abbr></a></li><li class="nv-edit"><a href="/wiki/Special:EditPage/Template:Educational_research" title="Special:EditPage/Template:Educational research"><abbr title="Edit this template">e</abbr></a></li></ul></div></td></tr></tbody></table> <p><b>Gifted education</b> (also known as <b>gifted and talented education</b> (<b>GATE</b>), <b>talented and gifted</b> programs (<b>TAG</b>), or <b>G&T education</b>) is a sort of education used for children who have been identified as <a href="/wiki/Intellectual_giftedness" title="Intellectual giftedness">gifted</a> or <a href="/wiki/Talent_(skill)" class="mw-redirect" title="Talent (skill)">talented</a>. </p><p>The main approaches to gifted education are enrichment and <a href="/wiki/Academic_acceleration" title="Academic acceleration">acceleration</a>. 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. An acceleration program advances the student through the standard curriculum faster than normal. This is normally done by having the students skip one to two grades. </p><p>Being gifted and talented usually means being able to score in the top percentile on IQ exams. The percentage of students selected varies, generally with 10% or fewer being selected for gifted education programs. However, for a child to have distinct gifted abilities it is to be expected to score in the top one percent of students. </p> <meta property="mw:PageProp/toc" /> <div class="mw-heading mw-heading2"><h2 id="Forms">Forms</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=1" title="Edit section: Forms"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Attempts to provide gifted education can be classified in several ways. Most gifted students benefit from a combination of approaches at different times.<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (April 2019)">citation needed</span></a></i>]</sup> </p> <div class="mw-heading mw-heading3"><h3 id="Acceleration">Acceleration</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=2" title="Edit section: Acceleration"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1236090951">.mw-parser-output .hatnote{font-style:italic}.mw-parser-output div.hatnote{padding-left:1.6em;margin-bottom:0.5em}.mw-parser-output .hatnote i{font-style:normal}.mw-parser-output .hatnote+link+.hatnote{margin-top:-0.5em}@media print{body.ns-0 .mw-parser-output .hatnote{display:none!important}}</style><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Academic_acceleration" title="Academic acceleration">Academic acceleration</a></div> <p>People are advanced to a higher-level class covering material more suited to their abilities and preparedness. This may take the form of <a href="/wiki/Grade_skipping" title="Grade skipping">skipping grades</a> or completing the normal curriculum in a shorter-than-normal period of time ("telescoping"). Subject acceleration (also called partial acceleration) is a flexible approach that can advance a student in one subject, such as mathematics or language, without changing other studies, such as <a href="/wiki/History" title="History">history</a> or science. This type of acceleration is usually based upon achievement testing, rather than <a href="/wiki/Intelligence_quotient" title="Intelligence quotient">IQ</a>. </p><p>Some colleges offer <a href="/wiki/Early_entrance_to_college" title="Early entrance to college">early entrance programs</a> that give gifted younger students the opportunity to attend college early. In the U.S., many <a href="/wiki/Community_colleges" class="mw-redirect" title="Community colleges">community colleges</a> allow advanced students to enroll with the consent of school officials and the pupil's parents. </p><p><a href="/wiki/Academic_acceleration" title="Academic acceleration">Acceleration</a> presents gifted children with academic material from established curricula that is commensurate with their ability and preparedness, and for this reason is a low-cost option from the perspective of the school. This may result in a small number of children taking classes targeted at older children. For the majority of gifted students, acceleration is beneficial both academically and socially.<sup id="cite_ref-1" class="reference"><a href="#cite_note-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> Whole grade skipping is considered rapid acceleration. Some advocates have argued that the disadvantages of being retained in a standard mixed-ability classroom are substantially worse than any shortcomings of acceleration. For example, <a href="/wiki/Psychologist" title="Psychologist">psychologist</a> Miraca Gross reports: "the majority of these children [retained in a typical classroom] are socially rejected [by their peers with typical academic talents], isolated, and deeply unhappy. Children of <a href="/wiki/IQ" class="mw-redirect" title="IQ">IQ</a> 180+ who are retained in the regular classroom are even more seriously at risk and experience severe emotional distress."<sup id="cite_ref-2" class="reference"><a href="#cite_note-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup> These accelerated children should be placed together in one class if possible.<sup id="cite_ref-3" class="reference"><a href="#cite_note-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> Research suggests that acceleration might have an impact long after students graduate from high school. For example, one study shows that high-IQ individuals who experienced full-grade acceleration earned higher incomes as adults.<sup id="cite_ref-4" class="reference"><a href="#cite_note-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Cluster_grouping">Cluster grouping</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=3" title="Edit section: Cluster grouping"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p><a href="/wiki/Cluster_grouping" title="Cluster grouping">Cluster grouping</a> is the gathering of four to six gifted and talented and/or high achieving students in a single classroom for the entire school day. Cluster teachers are specially trained in differentiating for gifted learners. Clusters are typically used in upper elementary grades.<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (April 2019)">citation needed</span></a></i>]</sup> Within a cluster group, instruction may include enrichment and extensions, higher-order thinking skills, pretesting and differentiation, compacting, an accelerated pace, and more complexity in content. </p> <div class="mw-heading mw-heading3"><h3 id="Colloquium">Colloquium</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=4" title="Edit section: Colloquium"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Like acceleration, colloquium provides advanced material for high school students. In colloquium, students take <a href="/wiki/Advanced_Placement" title="Advanced Placement">Advanced Placement</a> (AP) courses. However, colloquium is different from AP classes because students are usually given more projects than students in AP classes. Students in colloquium also generally study topics more in depth and sometimes in a different way than students enrolled in AP classes do. Colloquium is a form that takes place in a traditional public school. In colloquium, subjects are grouped together. Subjects are taught at different times of the day; however, usually what is being taught in one subject will connect with another subject. For example, if the students are learning about colonial America in History, then they might also be analyzing text from <i><a href="/wiki/The_Scarlet_Letter" title="The Scarlet Letter">The Scarlet Letter</a></i> in English. Some schools may only have colloquium in certain subjects. In schools where colloquium is only offered in English and History, colloquium students usually take <a href="/wiki/Advanced_Placement" title="Advanced Placement">Advanced Placement</a> courses in math and science and vice versa. </p> <div class="mw-heading mw-heading3"><h3 id="Compacting">Compacting</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=5" title="Edit section: Compacting"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In compacting, the regular school material is compacted by pretesting the student to establish which skills and content have already been mastered. Pretests can be presented on a daily basis (pupils doing the most difficult items on a worksheet first and skipping the rest if they are performed correctly), or before a week or longer unit of instructional time. When a student demonstrates an appropriate level of proficiency, further repetitive practice can be safely skipped, thus reducing boredom and freeing up time for the student to work on more challenging material. </p> <div class="mw-heading mw-heading3"><h3 id="Enrichment">Enrichment</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=6" title="Edit section: Enrichment"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>On the primary school level, students spend all class time with their peers, but receive extra material to challenge them. Enrichment may be as simple as a modified <a href="/wiki/Assignment_(education)" class="mw-redirect" title="Assignment (education)">assignment</a> provided by the regular classroom teacher, or it might include formal programs such as <a href="/wiki/Odyssey_of_the_Mind" title="Odyssey of the Mind">Odyssey of the Mind</a>, Destination Imagination or academic competitions such as <a href="/wiki/Brain_Bowl" title="Brain Bowl">Brain Bowl</a>, <a href="/wiki/Future_Problem_Solving" class="mw-redirect" title="Future Problem Solving">Future Problem Solving</a>, <a href="/wiki/Science_Olympiad" title="Science Olympiad">Science Olympiad</a>, <a href="/wiki/National_History_Day" title="National History Day">National History Day</a>, <a href="/wiki/Science_fair" title="Science fair">science fairs</a>, or <a href="/wiki/Spelling_bee" title="Spelling bee">spelling bees</a>. Programmes of enrichment activities may also be organised outside the school day (e.g. the ASCEND project in secondary science education<sup id="cite_ref-5" class="reference"><a href="#cite_note-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup>). This work is done in addition to, and not instead of, any regular school work assigned. Critics of this approach argue that it requires gifted students to do more work instead of the same amount at an advanced level. On the secondary school level sometimes an option is to take more courses such as <a href="/wiki/English_studies" title="English studies">English</a>, Spanish, Latin, philosophy, or science or to engage in extracurricular activities. Some perceive there to be a necessary choice between enrichment and acceleration, as if the two were mutually exclusive alternatives. However, other researchers see the two as complements to each other.<sup id="cite_ref-6" class="reference"><a href="#cite_note-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Full-time_separate_classes_or_schools">Full-time separate classes or schools</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=7" title="Edit section: Full-time separate classes or schools"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">See also: <a href="/wiki/List_of_gifted_and_talented_programmes" title="List of gifted and talented programmes">List of gifted and talented programmes</a></div> <p>Some gifted students are educated in either a separate class or a separate school. These classes and schools are sometimes called "congregated gifted programs" or "dedicated gifted programs." </p><p>Some independent schools have a primary mission to serve the needs of the academically gifted. Such schools are relatively scarce and often difficult for families to locate. One resource for locating gifted schools in the United States can be found on the <a href="/wiki/National_Association_for_Gifted_Children" class="mw-redirect" title="National Association for Gifted Children">National Association for Gifted Children</a>'s resource directory accessible through their home page. Such schools often need to work to guard their mission from occasional charges of elitism, support the professional growth and training of their staff, write curriculum units that are specifically designed to meet the social, emotional, and academic talents of their students, and educate their parent population at all ages. </p><p>Some gifted and talented classes offer self-directed or individualized studies, where the students lead a class themselves and decide on their own task, tests, and all other assignments. These separate classes or schools tend to be more expensive than regular classes, due to smaller class sizes and lower student-to-teacher rations. <a href="/wiki/Not-for-profit" class="mw-redirect" title="Not-for-profit">Not-for-profit</a> (non-profit) schools often can offer lower costs than for-profit schools. Either way, they are in high demand and parents often have to pay part of the costs. </p> <div class="mw-heading mw-heading3"><h3 id="Hobby">Hobby</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=8" title="Edit section: Hobby"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Activities such as <a href="/wiki/Reading_(process)" class="mw-redirect" title="Reading (process)">reading</a>, <a href="/wiki/Creative_writing" title="Creative writing">creative writing</a>, <a href="/wiki/Sport" title="Sport">sport</a>, <a href="/wiki/Computer_games" class="mw-redirect" title="Computer games">computer games</a>, <a href="/wiki/Chess" title="Chess">chess</a>, <a href="/wiki/Music" title="Music">music</a>, <a href="/wiki/Dance" title="Dance">dance</a>, foreign languages, and <a href="/wiki/Art" title="Art">art</a> give an extra intellectual challenge outside of school hours. </p> <div class="mw-heading mw-heading3"><h3 id="Homeschooling">Homeschooling</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=9" title="Edit section: Homeschooling"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>An umbrella term encompassing a variety of educational activities conducted at home, including those for gifted children: part-time schooling; school at home; classes, groups, mentors and tutors; and <a href="/wiki/Unschooling" title="Unschooling">unschooling</a>. In many US states, the population of gifted students who are being <a href="/wiki/Homeschooling" title="Homeschooling">homeschooled</a> is rising quite rapidly<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (July 2021)">citation needed</span></a></i>]</sup>, as school districts responding to budgetary issues and standards-based policies are cutting what limited gifted education programs remain in existence,<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (July 2021)">citation needed</span></a></i>]</sup> and families seek educational opportunities that are tailored to each child's unique needs. </p> <div class="mw-heading mw-heading3"><h3 id="Pull-out">Pull-out</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=10" title="Edit section: Pull-out"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Gifted_pull-out" title="Gifted pull-out">Gifted pull-out</a></div> <p>Gifted students are <a href="/wiki/Gifted_Pull-out" class="mw-redirect" title="Gifted Pull-out">pulled out</a> of a heterogeneous classroom to spend a portion of their time in a <a href="/w/index.php?title=Gifted_class&action=edit&redlink=1" class="new" title="Gifted class (page does not exist)">gifted class</a>. These programs vary widely, from carefully designed half-day academic programs to a single hour each week of educational challenges. Generally, these programs are ineffective at promoting academic advancement unless the material covered contains extensions and enrichment to the core curriculum. The majority of pull-out programs include an assortment of critical thinking drills, creative exercises, and subjects typically not introduced in standard curricula. Much of the material introduced in gifted pull-out programs deals with the study of <a href="/wiki/Logic" title="Logic">logic</a>, and its application to fields ranging from <a href="/wiki/Philosophy" title="Philosophy">philosophy</a> to <a href="/wiki/Mathematics" title="Mathematics">mathematics</a>. Students are encouraged to apply these empirical reasoning skills to every aspect of their education both in and outside of class. </p> <div class="mw-heading mw-heading3"><h3 id="Self-pacing">Self-pacing</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=11" title="Edit section: Self-pacing"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Self-pacing methods, such as the <a href="/wiki/Montessori_Method" class="mw-redirect" title="Montessori Method">Montessori Method</a>, use flexible grouping practices to allow children to advance at their own pace. Self-pacing can be beneficial for all children and is not targeted specifically at those identified as gifted or talented, but it can allow children to learn at a highly accelerated rate. Directed Studies are usually based on self-pacing. </p> <div class="mw-heading mw-heading3"><h3 id="Summer_enrichment">Summer enrichment</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=12" title="Edit section: Summer enrichment"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>These offer a variety of courses that mainly take place in the summer. Summer schools are popular in the United States. Entrance fees are required for such programs, and programs typically focus on one subject, or class, for the duration of the camp. </p><p>Several examples of this type of program are: </p> <ul><li><a href="/wiki/Center_for_Talented_Youth" title="Center for Talented Youth">Center for Talented Youth</a></li> <li><a href="/wiki/CTYI" class="mw-redirect" title="CTYI">CTYI</a></li> <li><a href="/wiki/GERI:_Gifted_Education_Resource_Institute,_Purdue_University" class="mw-redirect" title="GERI: Gifted Education Resource Institute, Purdue University">GERI: Gifted Education Resource Institute, Purdue University</a></li> <li><a href="/wiki/Johns_Hopkins_University" title="Johns Hopkins University">Johns Hopkins University</a></li> <li>Center for Talent Development, <a href="/wiki/Northwestern_University" title="Northwestern University">Northwestern University</a></li></ul> <p>Within the United States, in addition to programs designed by the state, some counties also choose to form their own Talented and Gifted Programs. Sometimes this means that an individual county will form its own TAG program; sometimes several counties will come together if not enough gifted students are present in a single county. Generally, a TAG program focuses on a specific age group, particularly the local TAG programs. This could mean elementary age, high school age, or by years such as ages 9 through 14. </p><p>These classes are generally organized so that students have the opportunity to choose several courses they wish to participate in. Courses offered often vary between subjects, but are not typically strictly academically related to that subject. For example, a TAG course that could be offered in history could be the students learning about a certain event and then acting it out in a performance to be presented to parents on the last night of the program. These courses are designed to challenge the students to think in new ways and not merely to be lectured as they are in school. </p> <div class="mw-heading mw-heading2"><h2 id="Identifying_gifted_children">Identifying gifted children</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=13" title="Edit section: Identifying gifted children"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Intellectual_giftedness#Identification" title="Intellectual giftedness">Intellectual giftedness § Identification</a></div> <p>The term "Gifted Assessment" is typically applied to a process of using norm-referenced psychometric tests administered by a qualified psychologist or psychometrist with the goal of identifying children whose intellectual functioning is significantly advanced as compared to the appropriate reference group (i.e., individuals of their age, gender, and country). The cut-off score for differentiating this group is usually determined by district school boards and can differ slightly from area to area, however, the majority defines this group as students scoring in the top 2 percentiles on one of the accepted tests of intellectual (cognitive) functioning or IQ. Some school boards also require a child to demonstrate advanced academic standing on individualized achievement tests and/or through their classroom performance. Identifying gifted children is often difficult but is very important because typical school teachers are not qualified to educate a gifted student. This can lead to a situation where a gifted child is bored, underachieves and misbehaves in class.<sup id="cite_ref-ERIC_7-0" class="reference"><a href="#cite_note-ERIC-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-poppies_8-0" class="reference"><a href="#cite_note-poppies-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> </p><p>Individual IQ testing is usually the optimal method to identify giftedness among children. However it does not distinguish well among those found to be gifted. Therefore, examiners prefer using a variety of tests to first identify giftedness and then further differentiate. This is often done by using individual IQ tests and then group or individual achievement tests. There is no standard consensus on which tests to use, as each test is better suited for a certain role.<sup id="cite_ref-ERIC_7-1" class="reference"><a href="#cite_note-ERIC-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-assess_9-0" class="reference"><a href="#cite_note-assess-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup> </p><p>The two most popular tests for identifying giftedness in the school-age population are the <a href="/wiki/Wechsler_Intelligence_Scale_for_Children" title="Wechsler Intelligence Scale for Children">WISC-IV</a> and the <a href="/wiki/Stanford%E2%80%93Binet_Intelligence_Scales" title="Stanford–Binet Intelligence Scales">SB5</a>. The <a href="/wiki/Wechsler_Individual_Achievement_Test" title="Wechsler Individual Achievement Test">WIAT-III</a> is considered the most popular academic achievement test to determine a child's aggregate learned knowledge.<sup id="cite_ref-ERIC_7-2" class="reference"><a href="#cite_note-ERIC-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-assess_9-1" class="reference"><a href="#cite_note-assess-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup> </p><p>Although a newer WISC version, the WISC-V, was developed in late 2014, the WISC-IV is still the most commonplace test. It has been translated into several languages including Spanish, Portuguese, Norwegian, Swedish, French, German, Dutch, Japanese, Chinese, Korean, and Italian. The WISC-IV assesses a child's cognitive abilities, with respect to age group. Coupled with results from other tests, the WISC accurately depicts a child's developmental and psychological needs for the future.<sup id="cite_ref-ERIC_7-3" class="reference"><a href="#cite_note-ERIC-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> </p><p>The SB5 is an intelligence test that determines cognitive abilities and can be administered to persons in virtually any age group. It assesses a series of intelligence indicators including fluid reasoning, general knowledge, quantitative reasoning, spatial processing, and working memory. The SB5 makes use of both verbal and nonverbal testing.<sup id="cite_ref-10" class="reference"><a href="#cite_note-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> </p><p>The WIAT-III cannot assess all components of learned knowledge, but does give an understanding of a child's ability to acquire skills and knowledge through formal education. This test measures aspects of the learning process that take place in a traditional school setting in reading, writing, math, and oral language. Although the WIAT-III tests a wide range of material, it is designed primarily to assess children's learning before adolescence.<sup id="cite_ref-ERIC_7-4" class="reference"><a href="#cite_note-ERIC-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> </p><p>Versions of these tests exist for each age group. However it is recommended to begin assessment as early as possible, with approximately eight years of age being the optimal time to test. Testing allows identification of specific needs of students and help to plan an education early.<sup id="cite_ref-ERIC_7-5" class="reference"><a href="#cite_note-ERIC-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-poppies_8-1" class="reference"><a href="#cite_note-poppies-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> </p><p>Out-of-group achievement testing (such as taking the SAT or ACT early) can also help to identify these students early on (see <a href="/wiki/Study_of_Mathematically_Precocious_Youth" title="Study of Mathematically Precocious Youth">SMPY</a>) and is implemented by various talent search programs in use by education programs. Out-of-group testing can also help to differentiate children who have scored in the highest percentiles in a single IQ test.<sup id="cite_ref-assess_9-2" class="reference"><a href="#cite_note-assess-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup> </p><p>Testing alone cannot accurately identify every gifted child. Teacher and parent nominations are essential additions to the objective information provided by grades and scores. Parents are encouraged to keep portfolios of their children's work, and documentation of their early signs of gifted behavior.<sup id="cite_ref-11" class="reference"><a href="#cite_note-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-12" class="reference"><a href="#cite_note-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Studies_of_giftedness">Studies of giftedness</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=14" title="Edit section: Studies of giftedness"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Intellectual_giftedness" title="Intellectual giftedness">Intellectual giftedness</a></div> <p>The development of early intelligence tests by <a href="/wiki/Alfred_Binet" title="Alfred Binet">Alfred Binet</a> led to the Stanford-Binet IQ test developed by Lewis Terman. Terman began long-term studies of gifted children with a view to checking if the popular view "early ripe, early rot" was true. The Terman Genetic Studies of Genius longitudinal study has been described by successor researchers who conducted the study after Terman's death and also by an independent researcher who had full access to the study files.<sup id="cite_ref-13" class="reference"><a href="#cite_note-13"><span class="cite-bracket">[</span>13<span class="cite-bracket">]</span></a></sup> </p><p>Modern studies by James and Kulik<sup id="cite_ref-14" class="reference"><a href="#cite_note-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup> conclude that gifted students benefit <i>least</i> from working in a mixed-level class, and benefit <i>most</i> from learning with other similarly advanced students in accelerated or enriched classes. </p> <div class="mw-heading mw-heading3"><h3 id="Definition_of_giftedness">Definition of giftedness</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=15" title="Edit section: Definition of giftedness"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Educational authorities<sup class="noprint Inline-Template" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Avoid_weasel_words" class="mw-redirect" title="Wikipedia:Avoid weasel words"><span title="The material near this tag possibly uses too vague attribution or weasel words. (September 2020)">which?</span></a></i>]</sup> differ on the definition of giftedness: even when using the same <a href="/wiki/IQ" class="mw-redirect" title="IQ">IQ</a> test to define giftedness, they may disagree on what gifted means—one may take up the top two percent of the population, another might take up the top five percent of a population, which may be within a state, district, or school. Within a single school district, there can be substantial differences in the distribution of measured IQ. The IQ for the top percentile at a high-performing school may be quite different from that at a lower performing school.<sup class="noprint Inline-Template" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:No_original_research" title="Wikipedia:No original research"><span title="The material near this tag possibly contains original research. (September 2020)">original research?</span></a></i>]</sup> </p><p>Peter Marshall obtained his doctorate in 1995, for research carried out in this field in the years from 1986. At the time, he was the first Research Director of the Mensa Foundation for Gifted Children. His work challenged the difficult childhood hypothesis, concluding that gifted children, by and large, do not have any more difficult childhoods than mainstream children and, in fact, that where they do, their giftedness probably helps them cope better than mainstream children<sup id="cite_ref-15" class="reference"><a href="#cite_note-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup> and provided the material for his subsequent book Educating a Gifted Child.<sup id="cite_ref-16" class="reference"><a href="#cite_note-16"><span class="cite-bracket">[</span>16<span class="cite-bracket">]</span></a></sup><sup class="noprint Inline-Template noprint Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:No_original_research#Primary,_secondary_and_tertiary_sources" title="Wikipedia:No original research"><span title="This claim needs references to reliable secondary sources. (September 2020)">non-primary source needed</span></a></i>]</sup> </p><p>In <i>Identifying Gifted Children: A Practical Guide</i>, Susan K. Johnsen (2004) explains that gifted children all exhibit the potential for high performance in the areas included in the United States federal definition of gifted and talented students: </p> <style data-mw-deduplicate="TemplateStyles:r1244412712">.mw-parser-output .templatequote{overflow:hidden;margin:1em 0;padding:0 32px}.mw-parser-output .templatequotecite{line-height:1.5em;text-align:left;margin-top:0}@media(min-width:500px){.mw-parser-output .templatequotecite{padding-left:1.6em}}</style><blockquote class="templatequote"><p>The term 'gifted and talented' when used in respect to students, children, or youth means [those who show] <a href="/wiki/Evidence" title="Evidence">evidence</a> of high performance capability in areas such as <a href="/wiki/Intellectual" title="Intellectual">intellectual</a>, <a href="/wiki/Creativity" title="Creativity">creative</a>, <a href="/wiki/Artistic" class="mw-redirect" title="Artistic">artistic</a>, or <a href="/wiki/Leadership" title="Leadership">leadership</a> capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the <a href="/wiki/School" title="School">school</a> in order to fully develop such capabilities.</p><div class="templatequotecite">— <cite>P.L. 103–382, Title XIV, p. 388</cite></div></blockquote> <p>The National Association for Gifted Children in the United States defines giftedness as:<sup id="cite_ref-17" class="reference"><a href="#cite_note-17"><span class="cite-bracket">[</span>17<span class="cite-bracket">]</span></a></sup> </p> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1244412712"><blockquote class="templatequote"><p>Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports). The development of ability or talent is a lifelong process. It can be evident in young children as exceptional performance on tests and/or other measures of ability or as a rapid rate of learning, compared to other students of the same age, or in actual achievement in a domain. As individuals mature through childhood to adolescence, however, achievement and high levels of motivation in the domain become the primary characteristics of their giftedness. Various factors can either enhance or inhibit the development and expression of abilities.</p></blockquote> <p>This definition has been adopted in part or completely by the majority of the states in the United States. Most have some definition similar to that used in the <a href="/wiki/State_of_Texas" class="mw-redirect" title="State of Texas">State of Texas</a>, whose definition states: </p> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1244412712"><blockquote class="templatequote"><p>[The phrase] 'gifted and talented student' means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment, and who: </p><ul><li>exhibits high performance capability in an intellectual, creative, or artistic area;</li> <li>possesses an unusual capacity for leadership; or</li> <li>excels in a specific academic field.<div class="templatequotecite">— <cite>74th legislature of the State of Texas, Chapter 29, Subchapter D, Section 29.121</cite></div></li></ul></blockquote> <p>The major characteristics of these definitions are (a) the diversity of areas in which performance may be exhibited (e.g., intellectual, creative, artistic, leadership, academic), (b) the comparison with other groups (e.g., those in general education classrooms or of the same age, experience, or environment), and (c) the use of terms that imply a need for development of the gift (e.g., capability and potential).<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (September 2020)">citation needed</span></a></i>]</sup> </p> <div class="mw-heading mw-heading4"><h4 id="Reliance_on_IQ">Reliance on IQ</h4><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=16" title="Edit section: Reliance on IQ"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In her book, <i>Identifying Gifted Children: A Practical Guide</i>, Susan K. Johnsen (2004) writes that schools should use a variety of measures of students' capability and potential when identifying gifted children. These measures may include portfolios of student work, classroom observations, achievement measures, and intelligence scores. Most educational professionals accept that no single measure can be used in isolation to accurately identify every gifted child.<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (September 2020)">citation needed</span></a></i>]</sup> </p><p>Even if the notion of IQ is generally useful for identifying academically talented students who would benefit from further services, the question of the cutoff point for giftedness is still important. As noted above, different authorities often define giftedness differently.<sup id="cite_ref-18" class="reference"><a href="#cite_note-18"><span class="cite-bracket">[</span>18<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="History">History</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=17" title="Edit section: History"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <div class="mw-heading mw-heading3"><h3 id="Classical_era_to_Renaissance">Classical era to Renaissance</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=18" title="Edit section: Classical era to Renaissance"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Gifted and talented education dates back thousands of years. <a href="/wiki/Plato" title="Plato">Plato</a> (c. 427–c. 347 BCE) advocated providing specialized education for intellectually gifted young men and women.<sup id="cite_ref-bce_19-0" class="reference"><a href="#cite_note-bce-19"><span class="cite-bracket">[</span>19<span class="cite-bracket">]</span></a></sup> In China's <a href="/wiki/Tang_dynasty" title="Tang dynasty">Tang dynasty</a> (580–618 <a href="/wiki/Common_Era" title="Common Era">CE</a>), <a href="/wiki/Child_prodigies" class="mw-redirect" title="Child prodigies">child prodigies</a> were summoned to the imperial court for specialized education.<sup id="cite_ref-bce_19-1" class="reference"><a href="#cite_note-bce-19"><span class="cite-bracket">[</span>19<span class="cite-bracket">]</span></a></sup> Throughout the <a href="/wiki/Renaissance" title="Renaissance">Renaissance</a>, those who exhibited creative talent in art, architecture, and literature were supported by both the government and private <a href="/wiki/Patronage" title="Patronage">patronage</a>.<sup id="cite_ref-bce_19-2" class="reference"><a href="#cite_note-bce-19"><span class="cite-bracket">[</span>19<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Francis_Galton">Francis Galton</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=19" title="Edit section: Francis Galton"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p><a href="/wiki/Francis_Galton" title="Francis Galton">Francis Galton</a> conducted one of the earliest Western studies of human intellectual abilities. Between 1888 and 1894, Galton tested more than 7,500 individuals to measure their natural intellectual abilities. He found that if a parent deviates from the norm, so will the child, but to a lesser extent than the parent.<sup id="cite_ref-20" class="reference"><a href="#cite_note-20"><span class="cite-bracket">[</span>20<span class="cite-bracket">]</span></a></sup> This was one of the earliest observed examples of <a href="/wiki/Regression_toward_the_mean" title="Regression toward the mean">regression toward the mean</a>. Galton believed that individuals could be improved through interventions in <a href="/wiki/Heredity" title="Heredity">heredity</a>, a movement he named <a href="/wiki/Eugenics" title="Eugenics">eugenics</a>. He categorized individuals as <a href="/wiki/Gifted" class="mw-redirect" title="Gifted">gifted</a>, capable, <a href="/wiki/Average" title="Average">average</a>, or degenerate, and he recommended breeding between the first two categories, and forced abstinence for the latter two. His term for the most intelligent and talented people was "eminent". After studying England's most prominent families, Galton concluded that one's eminence was directly related to the individual's direct line of heredity.<sup id="cite_ref-21" class="reference"><a href="#cite_note-21"><span class="cite-bracket">[</span>21<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Lewis_Terman">Lewis Terman</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=20" title="Edit section: Lewis Terman"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>At <a href="/wiki/Stanford_University" title="Stanford University">Stanford University</a> in 1918, <a href="/wiki/Lewis_Terman" title="Lewis Terman">Lewis Terman</a> adapted <a href="/wiki/Alfred_Binet" title="Alfred Binet">Alfred Binet</a>'s Binet-Simon <a href="/wiki/Intelligence" title="Intelligence">intelligence</a> test into the <a href="/wiki/Stanford-Binet" class="mw-redirect" title="Stanford-Binet">Stanford-Binet</a> test, and introduced <a href="/wiki/Intelligence_quotient" title="Intelligence quotient">intelligence quotient</a> (IQ) scoring for the test. According to Terman, the IQ was one's mental age compared to one's chronological age, based on the mental age norms he compiled after studying a sample of children.<sup id="cite_ref-22" class="reference"><a href="#cite_note-22"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></a></sup> He defined intelligence as "the ability to carry on abstract thinking".<sup id="cite_ref-23" class="reference"><a href="#cite_note-23"><span class="cite-bracket">[</span>23<span class="cite-bracket">]</span></a></sup> During <a href="/wiki/World_War_I" title="World War I">World War I</a> Terman was a commissioned officer of the United States Army, and collaborated with other psychologists in developing intelligence tests for new recruits to the armed forces. For the first time, intelligence testing was given to a wide population of drafted soldiers. </p><p>After the war, Terman undertook an extensive <a href="/wiki/Longitudinal_study" title="Longitudinal study">longitudinal study</a> of 643 children in California who scored at IQ 140 or above, the <a href="/wiki/Genetic_Studies_of_Genius" title="Genetic Studies of Genius">Genetic Studies of Genius</a>, continuing to evaluate them throughout their lives. Subjects of these case studies were called "Termites" and the studies contacted the children in 1921, and again in 1930, 1947, and 1959 after his death. Terman's studies have to date been the most extensive on high-functioning children, and are still quoted in psychological literature today. Terman claimed to have disproven common misconceptions, such as that highly intelligent children were prone to ill physical and mental health, that their intelligence burned out early in their lives, or that they either achieved greatly or underachieved.<sup id="cite_ref-24" class="reference"><a href="#cite_note-24"><span class="cite-bracket">[</span>24<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Leta_Hollingworth">Leta Hollingworth</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=21" title="Edit section: Leta Hollingworth"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>A professional colleague of Terman's, <a href="/wiki/Leta_Hollingworth" class="mw-redirect" title="Leta Hollingworth">Leta Hollingworth</a> was the first in the United States to study how best to serve students who showed evidence of high performance on tests. Although recognizing Terman's and Galton's beliefs that heredity played a vital role in intelligence, Hollingworth gave similar credit to home environment and school structure.<sup id="cite_ref-25" class="reference"><a href="#cite_note-25"><span class="cite-bracket">[</span>25<span class="cite-bracket">]</span></a></sup> Hollingworth worked to dispel the pervasive belief that "bright children take care of themselves"<sup id="cite_ref-hochman_26-0" class="reference"><a href="#cite_note-hochman-26"><span class="cite-bracket">[</span>26<span class="cite-bracket">]</span></a></sup> and emphasized the importance of early identification, daily contact, and grouping gifted children with others with similar abilities. Hollingworth performed an 18-year-long study of 50 children in New York City who scored 155 or above on the Stanford-Binet, and studied smaller groups of children who scored above a 180. She also ran a school in New York City for bright students that employed a curriculum of student-led exploration, as opposed to a teacher providing students with a more advanced curriculum they would encounter later in life.<sup id="cite_ref-hochman_26-1" class="reference"><a href="#cite_note-hochman-26"><span class="cite-bracket">[</span>26<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Cold_War">Cold War</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=22" title="Edit section: Cold War"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>One unforeseen result of the launch of <a href="/wiki/Sputnik" class="mw-redirect" title="Sputnik">Sputnik</a> by the <a href="/wiki/Soviet_Union" title="Soviet Union">Soviet Union</a> was the immediate emphasis on education for bright students in the United States, and this settled the question whether the <a href="/wiki/Federal_government_of_the_United_States" title="Federal government of the United States">federal</a> government should get involved in <a href="/wiki/Public_education" class="mw-redirect" title="Public education">public education</a> at all.<sup id="cite_ref-27" class="reference"><a href="#cite_note-27"><span class="cite-bracket">[</span>27<span class="cite-bracket">]</span></a></sup> The <a href="/wiki/National_Defense_Education_Act" title="National Defense Education Act">National Defense Education Act</a> (NDEA) was passed by Congress in 1958 with $1 billion US to bolster science, math, and technology in public education. The National Defense Education Act would lead to other achievements such as forerunning the moon landing and the implementation of Advanced Placement, (A.P.), coursework.<sup id="cite_ref-28" class="reference"><a href="#cite_note-28"><span class="cite-bracket">[</span>28<span class="cite-bracket">]</span></a></sup> Educators immediately pushed to identify gifted students and serve them in schools.<sup id="cite_ref-29" class="reference"><a href="#cite_note-29"><span class="cite-bracket">[</span>29<span class="cite-bracket">]</span></a></sup> Students chosen for gifted services were given intelligence tests with a strict cutoff, usually at 130, which meant that students who scored below 130 were not identified.<sup id="cite_ref-carpenter_30-0" class="reference"><a href="#cite_note-carpenter-30"><span class="cite-bracket">[</span>30<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Marland_Report">Marland Report</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=23" title="Edit section: Marland Report"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The impact of the <a href="/wiki/NDEA" class="mw-redirect" title="NDEA">NDEA</a> was evident in schools for years after, but a study on how effective education was meeting the needs of gifted students was initiated by the <a href="/wiki/United_States_Department_of_Education" title="United States Department of Education">United States Department of Education</a> in 1969. The <a href="/wiki/Marland_report" title="Marland report">Marland Report</a>,<sup id="cite_ref-marland_31-0" class="reference"><a href="#cite_note-marland-31"><span class="cite-bracket">[</span>31<span class="cite-bracket">]</span></a></sup> completed in 1972, for the first time presented a general definition of giftedness, and urged districts to adopt it. The report also allowed students to show high functioning on talents and skills not measurable by an intelligence test. The Marland Report defined gifted as </p> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1244412712"><blockquote class="templatequote"><p>"Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas, singly or in combination: </p><ol><li>General intellectual ability,</li> <li>Specific academic aptitude,</li> <li>Creativity or productive thinking,</li> <li>Leadership ability,</li> <li>Visual and performing arts, or</li> <li>Psychomotor ability."</li></ol></blockquote> <p>The report's definition continues to be the basis of the definition of giftedness in most districts and states.<sup id="cite_ref-32" class="reference"><a href="#cite_note-32"><span class="cite-bracket">[</span>32<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="A_Nation_at_Risk">A Nation at Risk</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=24" title="Edit section: A Nation at Risk"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In 1983, the result of an 18-month-long study of secondary students was published as <i><a href="/wiki/A_Nation_at_Risk" title="A Nation at Risk">A Nation at Risk</a></i>, and claimed that students in the United States were no longer receiving superior education, and in fact, could not compete with students from other developed countries in many academic exercises. One of the recommendations the book made was to increase services to gifted education programs, citing curriculum enrichment or acceleration specifically. The US federal government was also urged to create standards for the identification and servicing of gifted students.<sup id="cite_ref-33" class="reference"><a href="#cite_note-33"><span class="cite-bracket">[</span>33<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Jacob_Javits_Gifted_and_Talented_Students_Education_Act">Jacob Javits Gifted and Talented Students Education Act</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=25" title="Edit section: Jacob Javits Gifted and Talented Students Education Act"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The <a href="/wiki/Jacob_Javits" title="Jacob Javits">Jacob Javits</a> Gifted and Talented Students Education Act was passed in 1988 as part of the <a href="/wiki/Elementary_and_Secondary_Education_Act" title="Elementary and Secondary Education Act">Elementary and Secondary Education Act</a> (ESEA). Instead of funding district-level gifted education programs, the Javits Act instead has three primary components: the research of effective methods of testing, identification, and programming, which is performed at the National Research Center on the Gifted and Talented; the awarding of grants to colleges, states, and districts that focus on underrepresented populations of gifted students; and grants awarded to state and districts for program implementation.<sup id="cite_ref-34" class="reference"><a href="#cite_note-34"><span class="cite-bracket">[</span>34<span class="cite-bracket">]</span></a></sup> </p><p>Annual funding for grants must be passed by US Congress, and totaled $9.6 million US in 2007,<sup id="cite_ref-javits_35-0" class="reference"><a href="#cite_note-javits-35"><span class="cite-bracket">[</span>35<span class="cite-bracket">]</span></a></sup> but the money is not promised. While he was president, <a href="/wiki/George_W._Bush" title="George W. Bush">George W. Bush</a> eliminated the money every year of his term, but members of Congress overrode the president to make sure the grant money was distributed.<sup id="cite_ref-winerip_36-0" class="reference"><a href="#cite_note-winerip-36"><span class="cite-bracket">[</span>36<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="No_Child_Left_Behind">No Child Left Behind</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=26" title="Edit section: No Child Left Behind"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The most recent US federal education initiative was signed into law in 2002. The goal of <a href="/wiki/No_Child_Left_Behind" class="mw-redirect" title="No Child Left Behind">No Child Left Behind</a> (NCLB) is to bring the proficiency of all students to <a href="/wiki/Grade_level" class="mw-redirect" title="Grade level">grade level</a> but critics note it does not address the needs of gifted students who perform above grade level. The act imposes punishments on schools, administrators, and teachers when students do not achieve to the plan's designs, but does not address any achievement standards for high-functioning students, forcing schools and teachers to spend their time with low-achieving students. An article in <i><a href="/wiki/The_Washington_Post" title="The Washington Post">The Washington Post</a></i> declared, "The unmistakable message to teachers – and to students – is that it makes no difference whether a child barely meets the proficiency standard or far exceeds it."<sup id="cite_ref-37" class="reference"><a href="#cite_note-37"><span class="cite-bracket">[</span>37<span class="cite-bracket">]</span></a></sup> Gifted services have been recently eroding as a result of the new legislation, according to a 2006 article in <i><a href="/wiki/The_New_York_Times" title="The New York Times">The New York Times</a></i>.<sup id="cite_ref-winerip_36-1" class="reference"><a href="#cite_note-winerip-36"><span class="cite-bracket">[</span>36<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="A_Nation_Deceived">A Nation Deceived</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=27" title="Edit section: A Nation Deceived"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In 2004, the <a href="/wiki/John_Templeton_Foundation" title="John Templeton Foundation">John Templeton Foundation</a> sponsored a report titled <i><a href="/wiki/A_Nation_Deceived" title="A Nation Deceived">A Nation Deceived: How Schools Hold Back America's Brightest Students</a></i>, highlighting the disparity between the research on acceleration (which generally supports it, both from an academic and a psychological point of view<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (April 2022)">citation needed</span></a></i>]</sup>), and the educational practices in the US that are often contrary to the conclusions of that research. The <a href="/w/index.php?title=Institute_for_Research_and_Policy_on_Acceleration&action=edit&redlink=1" class="new" title="Institute for Research and Policy on Acceleration (page does not exist)">Institute for Research and Policy on Acceleration</a> (IRPA) was established in 2006 at <a href="/wiki/The_Connie_Belin_and_Jacqueline_N._Blank_International_Center_for_Gifted_Education_and_Talent_Development" class="mw-redirect" title="The Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development">The Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development</a> at the <a href="/wiki/University_of_Iowa_College_of_Education" title="University of Iowa College of Education">University of Iowa College of Education</a> through the support of the John Templeton Foundation following the publication of this report. </p> <div class="mw-heading mw-heading2"><h2 id="Global_implementation">Global implementation</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=28" title="Edit section: Global implementation"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <div class="mw-heading mw-heading3"><h3 id="Australia">Australia</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=29" title="Edit section: Australia"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Public gifted education in Australia varies significantly from state to state. <a href="/wiki/New_South_Wales" title="New South Wales">New South Wales</a> has 95 primary schools with opportunity classes catering to students in year 5 and 6. New South Wales also has 17 fully selective secondary schools and 25 partially selective secondary schools.<sup id="cite_ref-38" class="reference"><a href="#cite_note-38"><span class="cite-bracket">[</span>38<span class="cite-bracket">]</span></a></sup> Western Australia has selective programs in 17 high schools, including <a href="/wiki/Perth_Modern_School" title="Perth Modern School">Perth Modern School</a>, a fully <a href="/wiki/Selective_school" title="Selective school">selective school</a>.<sup id="cite_ref-39" class="reference"><a href="#cite_note-39"><span class="cite-bracket">[</span>39<span class="cite-bracket">]</span></a></sup> <a href="/wiki/Queensland" title="Queensland">Queensland</a> has three Queensland Academies catering to students in years 10, 11 and 12.<sup id="cite_ref-40" class="reference"><a href="#cite_note-40"><span class="cite-bracket">[</span>40<span class="cite-bracket">]</span></a></sup> South Australia has programs in three public high schools catering to students in years 8, 9 and 10, including <a href="/wiki/Glenunga_International_High_School" title="Glenunga International High School">Glenunga International High School</a>.<sup id="cite_ref-41" class="reference"><a href="#cite_note-41"><span class="cite-bracket">[</span>41<span class="cite-bracket">]</span></a></sup> The Victorian Government commissioned a parliamentary inquiry into the education of gifted and talented children in 2012.<sup id="cite_ref-42" class="reference"><a href="#cite_note-42"><span class="cite-bracket">[</span>42<span class="cite-bracket">]</span></a></sup> One recommendation from the inquiry was for the Victorian Government to list the schools with programs, but the government has not implemented this recommendation. Some private schools have developed programs for gifted children. </p> <table class="wikitable sortable"> <caption>Numbers of schools with gifted education provision </caption> <tbody><tr> <th>State/Territory</th> <th>Public Primary<br />Schools<br />with Programs</th> <th>Partially<br />selective Public<br />High Schools</th> <th>Fully<br />selective Public<br />High Schools </th></tr> <tr> <td><a href="/wiki/New_South_Wales" title="New South Wales">New South Wales</a></td> <td>95</td> <td>25</td> <td>17 </td></tr> <tr> <td><a href="/wiki/Western_Australia" title="Western Australia">Western Australia</a></td> <td>0</td> <td>16</td> <td>1 </td></tr> <tr> <td><a href="/wiki/Queensland" title="Queensland">Queensland</a></td> <td>0</td> <td>0</td> <td>3 </td></tr> <tr> <td><a href="/wiki/South_Australia" title="South Australia">South Australia</a></td> <td>0</td> <td>3</td> <td>0 </td></tr> <tr> <td><a href="/wiki/Victoria_(Australia)" class="mw-redirect" title="Victoria (Australia)">Victoria</a></td> <td>?</td> <td>?</td> <td>6 </td></tr> <tr> <td><a href="/wiki/Tasmania" title="Tasmania">Tasmania</a></td> <td>0</td> <td>0</td> <td>0 </td></tr> <tr> <td><a href="/wiki/Australian_Capital_Territory" title="Australian Capital Territory">Australian Capital Territory</a></td> <td>0</td> <td>0</td> <td>0 </td></tr> <tr> <td><a href="/wiki/Northern_Territory" title="Northern Territory">Northern Territory</a></td> <td>0</td> <td>0</td> <td>0 </td></tr></tbody></table> <div class="mw-heading mw-heading3"><h3 id="Brazil">Brazil</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=30" title="Edit section: Brazil"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The <a href="https://pt.wikipedia.org/wiki/Centro_para_Desenvolvimento_do_Potencial_e_Talento" class="extiw" title="pt:Centro para Desenvolvimento do Potencial e Talento">Centre for Talent and Potential Development</a> (CEDET) is a special education center created by <a href="https://pt.wikipedia.org/wiki/Zenita_Guenther" class="extiw" title="pt:Zenita Guenther">Zenita Guenther</a> in <a href="/wiki/Lavras" title="Lavras">Lavras</a>, MG, Brazil, in 1993. CEDET is run by the Lavras School System with technical and civil responsibility delegated to the Association of Parents and Friends for Supporting Talent (ASPAT). Its main goal is to cultivate the proper physical and social environment for complementing and supplementing educational support to the gifted and talented student. At present, there are 512 gifted students age 7 to 17 enrolled at CEDET, around 5% of Lavras Basic School population. The students come from thirteen municipal schools, eight state schools and two private schools, plus a group of students from nearby communities brought in by their families.<sup id="cite_ref-43" class="reference"><a href="#cite_note-43"><span class="cite-bracket">[</span>43<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Canada">Canada</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=31" title="Edit section: Canada"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1251242444">.mw-parser-output .ambox{border:1px solid #a2a9b1;border-left:10px solid #36c;background-color:#fbfbfb;box-sizing:border-box}.mw-parser-output .ambox+link+.ambox,.mw-parser-output .ambox+link+style+.ambox,.mw-parser-output .ambox+link+link+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+style+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+link+.ambox{margin-top:-1px}html body.mediawiki .mw-parser-output .ambox.mbox-small-left{margin:4px 1em 4px 0;overflow:hidden;width:238px;border-collapse:collapse;font-size:88%;line-height:1.25em}.mw-parser-output .ambox-speedy{border-left:10px solid #b32424;background-color:#fee7e6}.mw-parser-output .ambox-delete{border-left:10px solid #b32424}.mw-parser-output .ambox-content{border-left:10px solid #f28500}.mw-parser-output .ambox-style{border-left:10px solid #fc3}.mw-parser-output .ambox-move{border-left:10px solid #9932cc}.mw-parser-output .ambox-protection{border-left:10px solid #a2a9b1}.mw-parser-output .ambox .mbox-text{border:none;padding:0.25em 0.5em;width:100%}.mw-parser-output .ambox .mbox-image{border:none;padding:2px 0 2px 0.5em;text-align:center}.mw-parser-output .ambox .mbox-imageright{border:none;padding:2px 0.5em 2px 0;text-align:center}.mw-parser-output .ambox .mbox-empty-cell{border:none;padding:0;width:1px}.mw-parser-output .ambox .mbox-image-div{width:52px}@media(min-width:720px){.mw-parser-output .ambox{margin:0 10%}}@media print{body.ns-0 .mw-parser-output .ambox{display:none!important}}</style><table class="box-Update plainlinks metadata ambox ambox-content ambox-Update" role="presentation"><tbody><tr><td class="mbox-image"><div class="mbox-image-div"><span typeof="mw:File"><span><img alt="" src="//upload.wikimedia.org/wikipedia/commons/thumb/5/53/Ambox_current_red_Americas.svg/42px-Ambox_current_red_Americas.svg.png" decoding="async" width="42" height="34" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/5/53/Ambox_current_red_Americas.svg/63px-Ambox_current_red_Americas.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/5/53/Ambox_current_red_Americas.svg/84px-Ambox_current_red_Americas.svg.png 2x" data-file-width="360" data-file-height="290" /></span></span></div></td><td class="mbox-text"><div class="mbox-text-span">This section needs to be <b>updated</b>. The reason given is: The following paragraph refers to upcoming changes in 2014–2016.<span class="hide-when-compact"> Please help update this article to reflect recent events or newly available information.</span> <span class="date-container"><i>(<span class="date">May 2021</span>)</i></span></div></td></tr></tbody></table><figure typeof="mw:File/Thumb"><a href="/wiki/File:Queen_Elizabeth_Jr-Sr_Calgary.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/f/fa/Queen_Elizabeth_Jr-Sr_Calgary.jpg/166px-Queen_Elizabeth_Jr-Sr_Calgary.jpg" decoding="async" width="166" height="150" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/f/fa/Queen_Elizabeth_Jr-Sr_Calgary.jpg/249px-Queen_Elizabeth_Jr-Sr_Calgary.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/f/fa/Queen_Elizabeth_Jr-Sr_Calgary.jpg/332px-Queen_Elizabeth_Jr-Sr_Calgary.jpg 2x" data-file-width="759" data-file-height="687" /></a><figcaption><a href="/wiki/Queen_Elizabeth_High_School_(Calgary)" title="Queen Elizabeth High School (Calgary)">Queen Elizabeth High School</a> in Calgary offers the GATE Program to both Division 3 and 4 (in total, Grades 7–12).</figcaption></figure> <p>In Alberta, the <a href="/wiki/Calgary_Board_of_Education" title="Calgary Board of Education">Calgary Board of Education</a> (CBE) has various elementary, middle and high schools offering the GATE Program, standing for Gifted and Talented Education, for grades 4–12, or divisions 2–4. The program for students, who, through an <a href="/wiki/IQ_test" class="mw-redirect" title="IQ test">IQ test</a>, ranked in the Very Superior Range; falling into Gifted or Genius. For each of the three divisions, there are two schools offering GATE, one for the north side of the city (CBE areas I, II and III) and one for the south side (CBE areas IV and V). For Division 2, or grades 4–6, it is available at Hillhurst Elementary School for the North and Nellie McClung Elementary School for the South. For Division 3, or grades 7–9, it is available at <a href="/wiki/Queen_Elizabeth_High_School_(Calgary)" title="Queen Elizabeth High School (Calgary)">Queen Elizabeth High School</a> for the north and John Ware Junior High School for the south. For Division 3, or grades 10–12, Queen Elizabeth High School, a joint junior high–senior high, offers it for the north and <a href="/wiki/Henry_Wise_Wood_Senior_High_School" class="mw-redirect" title="Henry Wise Wood Senior High School">Henry Wise Wood Senior High School</a> offers it for the south. GATE classes go more in-depth and cover some curriculum for the following grade level, with tougher assignments and a faster learning pace. Students benefit from being around other students like them. These students attend the school alongside regular students and those in other programs (e.g. <a href="/wiki/International_Baccalaureate" title="International Baccalaureate">International Baccalaureate</a> and <a href="/wiki/Advanced_Placement" title="Advanced Placement">Advanced Placement</a>.)<sup id="cite_ref-44" class="reference"><a href="#cite_note-44"><span class="cite-bracket">[</span>44<span class="cite-bracket">]</span></a></sup> In the 2014–2015 school year, students from grades 4–7 in the south will be attending Louis Riel Junior High School, already home to a science program, and students in the regular program there will be moved to Nellie McClung and John Ware. Students at John Ware will be phased out: eighth grade GATE will end in June 2015, and ninth grade GATE will end in 2016, while GATE will be expanding to grade 9 at Louis Riel by September 2016. Prior to John Ware, the GATE program was housed at Elboya. A large number of teachers from Nellie McClung and John Ware will be moving to the new location, which was picked to deal with student population issues and to concentrate resources.<sup id="cite_ref-45" class="reference"><a href="#cite_note-45"><span class="cite-bracket">[</span>45<span class="cite-bracket">]</span></a></sup> Notable alumni of the CBE GATE Program include the 36th mayor of Calgary, <a href="/wiki/Naheed_Nenshi" title="Naheed Nenshi">Naheed Nenshi</a>, from Queen Elizabeth High School. </p> <p><a href="/wiki/Westmount_Charter_School" title="Westmount Charter School">Westmount Charter School</a> in Calgary is a K–12 <a href="/wiki/Charter_school" title="Charter school">charter school</a> specifically dedicated to gifted education.<sup id="cite_ref-46" class="reference"><a href="#cite_note-46"><span class="cite-bracket">[</span>46<span class="cite-bracket">]</span></a></sup></p><figure typeof="mw:File/Thumb"><a href="/wiki/File:Naheed_Nenshi.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/5/50/Naheed_Nenshi.jpg/120px-Naheed_Nenshi.jpg" decoding="async" width="120" height="150" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/5/50/Naheed_Nenshi.jpg/180px-Naheed_Nenshi.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/5/50/Naheed_Nenshi.jpg/240px-Naheed_Nenshi.jpg 2x" data-file-width="1945" data-file-height="2431" /></a><figcaption><a href="/wiki/Naheed_Nenshi" title="Naheed Nenshi">Naheed Nenshi</a>, a mayor of <a href="/wiki/Calgary" title="Calgary">Calgary</a> and an alumnus of the <a href="/wiki/Calgary_Board_of_Education" title="Calgary Board of Education">CBE</a> GATE Program</figcaption></figure> <p>In British Columbia, the Vancouver Board of Education's gifted program is called Multi-Age Cluster Class or MACC. This is a full-time program for highly gifted elementary students from grades 4 to 7. Through project-based learning, students are challenged to use higher order thinking skills. Another focus of the program is autonomous learning; students are encouraged to self-monitor, self-reflect and seek out enrichment opportunities. Entrance to the program is initiated through referral followed by a review by a screening committee. IQ tests are used but not exclusively. Students are also assessed by performance, cognitive ability tests, and motivation. There are four MACCs in Vancouver: grade 4/5 and grade 6/7 at Sir William Osler Elementary, grade 5/6/7 at Tecumseh Elementary, and a French-immersion grade 5/6/7 at Kerrisdale Elementary. </p><p>At a lower scale, in Ontario, the <a href="/wiki/Peel_District_School_Board" title="Peel District School Board">Peel District School Board</a> operates its <a href="/wiki/Regional_Enhanced_Program" class="mw-redirect" title="Regional Enhanced Program">Regional Enhanced Program</a> at <a href="/wiki/The_Woodlands_School_(Mississauga)" title="The Woodlands School (Mississauga)">The Woodlands School</a>, <a href="/wiki/Lorne_Park_Secondary_School" title="Lorne Park Secondary School">Lorne Park Secondary School</a>, <a href="/wiki/Glenforest_Secondary_School" title="Glenforest Secondary School">Glenforest Secondary School</a>, <a href="/wiki/Heart_Lake_Secondary_School" title="Heart Lake Secondary School">Heart Lake Secondary School</a> and <a href="/wiki/Humberview_Secondary_School" title="Humberview Secondary School">Humberview Secondary School</a> to provide students an opportunity to develop and explore skills in a particular area of interest. Students identified as gifted (which the PDSB classifies as "enhanced") may choose to attend the nearest of these high schools instead of their assigned home high school. In the Regional Enhanced Program, enhanced students take core courses (primarily, but not limited to English, mathematics, and the sciences) in an environment surrounded by fellow enhanced peers. The classes often contain modified assignments that encourage students to be creative. </p> <div class="mw-heading mw-heading3"><h3 id="Hong_Kong">Hong Kong</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=32" title="Edit section: Hong Kong"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <div class="mw-heading mw-heading4"><h4 id="Definition_of_giftedness_2">Definition of giftedness</h4><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=33" title="Edit section: Definition of giftedness"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The Education Commission Report No. 4<sup id="cite_ref-47" class="reference"><a href="#cite_note-47"><span class="cite-bracket">[</span>47<span class="cite-bracket">]</span></a></sup> issued in 1990 recommended a policy on gifted education for schools in <a href="/wiki/Hong_Kong" title="Hong Kong">Hong Kong</a> and suggested that a broad definition of giftedness using multiple criteria should be adopted. </p><p>Gifted children generally have exceptional achievement or potential in one or more of the following domains:<sup id="cite_ref-48" class="reference"><a href="#cite_note-48"><span class="cite-bracket">[</span>48<span class="cite-bracket">]</span></a></sup> </p> <ol><li>a high level of measured intelligence;</li> <li>specific academic aptitude in a subject area;</li> <li>creative thinking;</li> <li>superior talent in visual and performing arts;</li> <li>natural leadership of peers; and</li> <li>psychomotor ability – outstanding performance or ingenuity in athletics, mechanical skills or other areas requiring gross or fine motor coordination;</li></ol> <p>The multi-dimensional aspect of intelligence has been promoted by Professor <a href="/wiki/Howard_Gardner" title="Howard Gardner">Howard Gardner</a> from the <a href="/wiki/Harvard_Graduate_School_of_Education" title="Harvard Graduate School of Education">Harvard Graduate School of Education</a> in his <a href="/wiki/Theory_of_multiple_intelligences" title="Theory of multiple intelligences">theory of multiple intelligences</a>. In his introduction to the tenth anniversary edition of his classic work Frames of Mind, he says: </p><p>In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and that human beings – initially a blank slate – could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early 'naive' theories of that challenge the natural lines of force within an intelligence and its matching domains. (Gardner 1993: xxiii) </p><p>Howard Gardner initially formulated a list of seven intelligences, but later added an eighth, that are intrinsic to the human mind: linguistic, logical/mathematical, visual/spatial, musical, bodily kinesthetic, intrapersonal, interpersonal, and naturalist intelligences. It has become widely accepted at both local and international scales to adopt a broad definition of giftedness using multiple criteria to formulate gifted education policy. </p> <div class="mw-heading mw-heading4"><h4 id="Mission_and_principles">Mission and principles</h4><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=34" title="Edit section: Mission and principles"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The mission of gifted education is to systematically and strategically explore and develop the potential of gifted students. Gifted learners are to be provided with opportunities to receive education at appropriate levels in a flexible teaching and learning environment. The guiding principles<sup id="cite_ref-49" class="reference"><a href="#cite_note-49"><span class="cite-bracket">[</span>49<span class="cite-bracket">]</span></a></sup> for gifted education in <a href="/wiki/Hong_Kong" title="Hong Kong">Hong Kong</a> are: </p> <ul><li>Nurturing multiple intelligences as a requirement of basic education for all students and an essential part of the mission for all schools</li> <li>The needs of gifted children are best met within their own schools though it is recognized that opportunities to learn with similarly gifted students are important. Schools have an obligation to provide stimulating and challenging learning opportunities for their students</li> <li>The identification of gifted students should recognize the breadth of multiple intelligences</li> <li>Schools should ensure that the social and emotional, as well as the intellectual, needs of gifted children are recognized and met.</li></ul> <div class="mw-heading mw-heading4"><h4 id="Framework">Framework</h4><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=35" title="Edit section: Framework"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Based on these guiding principles, a three-tier gifted education framework<sup id="cite_ref-50" class="reference"><a href="#cite_note-50"><span class="cite-bracket">[</span>50<span class="cite-bracket">]</span></a></sup> was adopted in 2000. Levels 1 & 2 are recognised as being school-based whilst Level 3 is the responsibility of the HKAGE. The intention is that Level 1 serves the entire school population, irrespective of ability, that Level 2 deals with between 2–10% of the ability group, and that Level 3 caters for the top 2% of students. </p> <ul><li>Level 1: <ul><li>A. To immerse the core elements advocated in gifted education i.e. High-order thinking skills, creativity and personal-social competence in the curriculum for ALL students;</li> <li>B. To differentiate teaching through appropriate grouping of students to meet the different needs of the groups with enrichment and extension of curriculum across ALL subjects in regular classrooms.</li></ul></li> <li>Level 2: <ul><li>C. To conduct pull-out programmes of generic nature outside the regular classroom to allow systematic training for a homogeneous group of students (e.g. Creativity training, leadership training, etc.);</li> <li>D. To conduct pull-out programme in specific areas (e.g. Maths, Arts, etc.) outside the regular classroom to allow systematic training for students with outstanding performance in specific domains.</li></ul></li> <li>Level 3: <ul><li>E. Tertiary institutions and other educational organizations / bodies, such as the Hong Kong Academy for Gifted Education and other universities in Hong Kong to provide a wide and increasing range of programmes for gifted students</li></ul></li></ul> <div class="mw-heading mw-heading3"><h3 id="India">India</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=36" title="Edit section: India"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In India, <a href="/wiki/Jnana_Prabodhini_Prashala" title="Jnana Prabodhini Prashala">Jnana Prabodhini Prashala</a> started in 1968, is probably the first school for gifted education.<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (July 2023)">citation needed</span></a></i>]</sup> The motto is "motivating intelligence for social change." The school, located in central Pune, admits 80 students each year after thorough testing, which includes two written papers and an interview. The psychology department of Jnana Prabodhini has worked on J. P. Guilford's model of intelligence. </p> <div class="mw-heading mw-heading3"><h3 id="Iran">Iran</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=37" title="Edit section: Iran"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p><a href="/wiki/National_Organization_for_Development_of_Exceptional_Talents" title="National Organization for Development of Exceptional Talents">National Organization for Development of Exceptional Talents</a> (NODET), also known as SAMPAD (<span title="Persian-language text"><span lang="fa" dir="rtl">سمپاد</span></span>), are national middle and high schools in Iran developed specifically for the development of exceptionally talented students in Iran. NODET was established in 1976 (as NIOGATE) and re-established in 1987.<sup id="cite_ref-51" class="reference"><a href="#cite_note-51"><span class="cite-bracket">[</span>51<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-52" class="reference"><a href="#cite_note-52"><span class="cite-bracket">[</span>52<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-financialtribune_53-0" class="reference"><a href="#cite_note-financialtribune-53"><span class="cite-bracket">[</span>53<span class="cite-bracket">]</span></a></sup> </p><p>Admission to NODET schools is selective and based on a comprehensive nationwide entrance examination procedure. </p><p>Every year thousands of students apply to enter the schools, from which less than 5% are chosen for the 99 middle schools and 98 high schools within the country. All applicants must have a minimum GPA of 19 (out of 20) for attending the entrance exam. In 2006, 87,081 boys and 83,596 girls from 56 cities applied, and 6,888 students were accepted for the 2007 middle school classes. The admission process is much more selective in big cities like <a href="/wiki/Tehran" title="Tehran">Tehran</a>, <a href="/wiki/Isfahan" title="Isfahan">Isfahan</a>, <a href="/wiki/Mashhad" title="Mashhad">Mashhad</a> and <a href="/wiki/Karaj" title="Karaj">Karaj</a> in which less than 150 students are accepted after two exams and interviews, out of over 50,000 applicants. </p><p>The top NODET (and Iranian) schools are <a href="/wiki/Allameh_Helli_High_Schools" title="Allameh Helli High Schools">Allameh Helli High School</a> and <a href="/w/index.php?title=Shahid_Madani_High_School&action=edit&redlink=1" class="new" title="Shahid Madani High School (page does not exist)">Shahid Madani High School</a> (in <a href="/wiki/Tabriz" title="Tabriz">Tabriz</a>), <a href="/wiki/Tehran_Farzanegan_School" title="Tehran Farzanegan School">Farzanegan High School</a> located in Tehran, <a href="/wiki/Shahid_Ejei_High_School" title="Shahid Ejei High School">Shahid Ejei High School</a> located in Isfahan, <a href="/w/index.php?title=Shahid_Hashemi_Nejad_High_School&action=edit&redlink=1" class="new" title="Shahid Hashemi Nejad High School (page does not exist)">Shahid Hashemi Nejad High School</a> located in Mashhad and <a href="/wiki/Shahid_Soltani_School" title="Shahid Soltani School">Shahid Soltani School</a> located in Karaj.<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (February 2012)">citation needed</span></a></i>]</sup> Courses taught in NODET schools are college-level in fields such as biology, chemistry, mathematics, physics and English. The best teachers from the ministry of education are chosen mainly by the school's principal and faculty to teach at NODET schools. Schools mainly have only two majors (normal schools have three majors), math/physics and experimental sciences (like math/physics but with biology as the primary course). Even though social sciences are taught, there is much less emphasis on these subjects due to the lack of interest by both students and the organization. </p> <div class="mw-heading mw-heading3"><h3 id="Norway">Norway</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=38" title="Edit section: Norway"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Norway has no centre for gifted or talented children or youth. However, there is the privately run <a href="/wiki/Barratt_Due_Institute_of_Music" title="Barratt Due Institute of Music">Barratt Due Institute of Music</a> which offers musical kindergarten, evening school and college for highly talented young musicians. There is also the public secondary school for talents in ballet at Ruseløkka school in Oslo, which admits the top 15 dancers. In athletics, the privately run Norwegian Elite Sports Gymnasium (NTG) offers secondary school for talents in five locations in Norway. This account might not be complete. </p> <div class="mw-heading mw-heading3"><h3 id="Republic_of_Ireland">Republic of Ireland</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=39" title="Edit section: Republic of Ireland"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The <a href="/wiki/Centre_for_the_Talented_Youth_of_Ireland" class="mw-redirect" title="Centre for the Talented Youth of Ireland">Centre for the Talented Youth of Ireland</a> has run in <a href="/wiki/Dublin_City_University" title="Dublin City University">Dublin City University</a> since 1992. </p> <div class="mw-heading mw-heading3"><h3 id="South_Korea">South Korea</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=40" title="Edit section: South Korea"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Following the Gifted Education Promotion Law (<a href="/wiki/Korean_language" title="Korean language">Korean</a>: <span title="Korean-language text"><span lang="ko-Hang">영재교육진흥법</span></span>) in the year 2000, the <a href="/wiki/Ministry_of_Science_and_Technology_(South_Korea)" title="Ministry of Science and Technology (South Korea)">Ministry of Education, Science, and Technology (MEST)</a> founded the <a href="/w/index.php?title=National_Research_Center_for_Gifted_and_Talented_Education&action=edit&redlink=1" class="new" title="National Research Center for Gifted and Talented Education (page does not exist)">National Research Center for Gifted and Talented Education</a> (NRCGTE) in 2002 to ensure effective implementation of gifted education research, development, and policy. The center is managed by the <a href="/wiki/Korean_Educational_Development_Institute" title="Korean Educational Development Institute">Korean Educational Development Institute (KEDI)</a>. Presently twenty-five universities conduct gifted and talented education research in some form; for example, <a href="/wiki/Seoul_National_University" title="Seoul National University">Seoul National University</a> is conducting Science-gifted Education Center, and <a href="/wiki/KAIST" title="KAIST">KAIST</a> is conducting Global Institute For Talented Education (GIFTED), the Korean Society for the Gifted and Talented (<span title="Korean-language text"><span lang="ko">한국영재교육학회</span></span>) and the Korean Society for the Gifted (<span title="Korean-language text"><span lang="ko">사단법인 한국영재학회</span></span>). </p><p>Education for the scientifically gifted in Korea can be traced back to the 1983 government founding of <a href="/wiki/Gyeonggi_Science_High_School" title="Gyeonggi Science High School">Gyeonggi Science High School</a>.<sup id="cite_ref-54" class="reference"><a href="#cite_note-54"><span class="cite-bracket">[</span>54<span class="cite-bracket">]</span></a></sup> Following three later additions (<a href="/wiki/Korea_Science_Academy" class="mw-redirect" title="Korea Science Academy">Korea Science Academy of KAIST</a>, <a href="/wiki/Seoul_Science_High_School" title="Seoul Science High School">Seoul Science High School</a> and <a href="/wiki/Daegu_Science_High_School" title="Daegu Science High School">Daegu Science High School</a>), approximately 1,500, or 1 in 1,300 (0.08 percent) of high school students are currently enrolled among its four gifted academies. By 2008, about 50,000, or 1 in 140 (0.7 percent) of elementary and middle school students participated in education for the gifted. In 2005, a program was undertaken to identify and educate gifted children of socioeconomically underprivileged people. Since then, more than 1,800 students have enrolled in the program. </p><p>Gradually, the focus has expanded over time to cover informatics, arts, physical education, creative writing, humanities, and social sciences, leading to the 2008 creation of the government-funded <a href="/w/index.php?title=Korean_National_Institute_for_the_Gifted_Arts&action=edit&redlink=1" class="new" title="Korean National Institute for the Gifted Arts (page does not exist)">Korean National Institute for the Gifted Arts</a>. To pluralize the need for trained professional educators, teachers undergo basic training (60 hours), advanced training (120 hours), and overseas training (60 hours) to acquire skills necessary to teach gifted youth. </p> <div class="mw-heading mw-heading3"><h3 id="Singapore">Singapore</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=41" title="Edit section: Singapore"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Gifted_Education_Programme_(Singapore)" title="Gifted Education Programme (Singapore)">Gifted Education Programme (Singapore)</a></div> <p>In Singapore, the <a href="/wiki/Gifted_Education_Programme_(Singapore)" title="Gifted Education Programme (Singapore)">Gifted Education Programme</a> (GEP) was introduced in 1984 and is offered in the upper primary years (Primary 4–6, ages 10–12). Pupils undergo rigorous testing in Primary 3 (age 9) for admission into the GEP for Primary 4 to 6. About 1% of the year's cohort are admitted into the programme.<sup id="cite_ref-55" class="reference"><a href="#cite_note-55"><span class="cite-bracket">[</span>55<span class="cite-bracket">]</span></a></sup> The GEP is offered at selected schools, meaning that these pupils attend school alongside their peers in the mainstream curriculum but attend separate classes for certain subjects. As of the 2016 academic year, there are nine primary schools which offer the GEP.<sup id="cite_ref-56" class="reference"><a href="#cite_note-56"><span class="cite-bracket">[</span>56<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Slovakia">Slovakia</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=42" title="Edit section: Slovakia"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The School for Gifted Children in Bratislava was established in 1998. It offers education known as APROGEN—Alternative Program for Gifted Education. </p> <div class="mw-heading mw-heading3"><h3 id="Turkey">Turkey</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=43" title="Edit section: Turkey"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The UYEP Research and Practice Center offers <a href="/w/index.php?title=Enriched_programs&action=edit&redlink=1" class="new" title="Enriched programs (page does not exist)">enriched programs</a> for gifted students at <a href="/wiki/Anadolu_University" title="Anadolu University">Anadolu University</a>. The center was founded by <a href="/w/index.php?title=Ugur_Sak&action=edit&redlink=1" class="new" title="Ugur Sak (page does not exist)">Ugur Sak</a> in 2007.<sup id="cite_ref-57" class="reference"><a href="#cite_note-57"><span class="cite-bracket">[</span>57<span class="cite-bracket">]</span></a></sup> <a href="/w/index.php?title=ANABILIM_Schools&action=edit&redlink=1" class="new" title="ANABILIM Schools (page does not exist)">ANABILIM Schools</a> have special classrooms for gifted and talented students. These schools apply the differentiated curriculum in the sciences, mathematics, language arts, social studies, and the arts for K8 gifted and talented students and enriched science and <a href="/wiki/Project-based_learning" title="Project-based learning">project-based learning</a> in high school. There are over 200 science and art centers operated by the Ministry of Education that offer special education for gifted and talented students throughout the country. The Ministry uses the Anadolu Sak Intelligence Scale (ASIS)<sup id="cite_ref-58" class="reference"><a href="#cite_note-58"><span class="cite-bracket">[</span>58<span class="cite-bracket">]</span></a></sup> and the <a href="/wiki/Wechsler_Intelligence_Scale_for_Children" title="Wechsler Intelligence Scale for Children">Wechsler Scales</a> to select students for these centers. Four universities offer graduate programs in gifted education. </p> <div class="mw-heading mw-heading3"><h3 id="United_Kingdom">United Kingdom</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=44" title="Edit section: United Kingdom"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In England, schools are expected to identify 5–10% of students who are gifted and/or talented in relation to the rest of the cohort in that school—an approach that is pragmatic (concerned with ensuring schools put in place some provision for their most able learners) rather than principled (in terms of how to best understand giftedness).<sup id="cite_ref-59" class="reference"><a href="#cite_note-59"><span class="cite-bracket">[</span>59<span class="cite-bracket">]</span></a></sup> The term gifted applies to traditional academic subjects, and talented is used in relation to high levels of attainment in the creative arts and sports.<sup id="cite_ref-60" class="reference"><a href="#cite_note-60"><span class="cite-bracket">[</span>60<span class="cite-bracket">]</span></a></sup> The <a href="/wiki/National_Academy_for_Gifted_and_Talented_Youth" title="National Academy for Gifted and Talented Youth">National Academy for Gifted and Talented Youth</a> ran from 2002 to 2007 at the <a href="/wiki/University_of_Warwick" title="University of Warwick">University of Warwick</a>. Warwick University decided not to reapply for the contract to run NAGTY in 2007, instead introducing its own programme, the <a href="/w/index.php?title=International_Gateway_for_Gifted_Youth&action=edit&redlink=1" class="new" title="International Gateway for Gifted Youth (page does not exist)">International Gateway for Gifted Youth</a> in 2008.<sup id="cite_ref-61" class="reference"><a href="#cite_note-61"><span class="cite-bracket">[</span>61<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-62" class="reference"><a href="#cite_note-62"><span class="cite-bracket">[</span>62<span class="cite-bracket">]</span></a></sup> In January 2010, the government announced that NAGTY was to be scrapped the following month.<sup id="cite_ref-63" class="reference"><a href="#cite_note-63"><span class="cite-bracket">[</span>63<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="United_States">United States</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=45" title="Edit section: United States"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In the United States, each <a href="/wiki/State_department_of_education" class="mw-redirect" title="State department of education">state department of education</a> determines if the needs of gifted students will be addressed as a mandatory function of public education. If so, the state determines the definition of which students will be identified and receive services, but may or may not determine how they shall receive services. If a state does not consider gifted education mandatory, individual districts may, thus the definition of what gifted is varies from state or <a href="/wiki/District" title="District">district</a>.<sup id="cite_ref-64" class="reference"><a href="#cite_note-64"><span class="cite-bracket">[</span>64<span class="cite-bracket">]</span></a></sup> </p><p>In contrast with <a href="/wiki/Special_education" title="Special education">special education</a>, gifted education is not regulated on a federal level, although recommendations by the <a href="/wiki/US_Department_of_Education" class="mw-redirect" title="US Department of Education">US Department of Education</a> are offered. As such, funding for services is not consistent from state to state, and although students may be identified, the extent to which they receive services can vary widely depending upon a state or district's budget. </p><p>Although schools with higher enrollment of minority or low-income students are just as likely to offer gifted programs as other schools, differing enrollment rates across racial and ethnic groups has raised concerns about equity in gifted education in the U.S.<sup id="cite_ref-65" class="reference"><a href="#cite_note-65"><span class="cite-bracket">[</span>65<span class="cite-bracket">]</span></a></sup> </p><p>Gifted education programs are also offered at various private schools. For example, the <a href="/wiki/Mirman_School" title="Mirman School">Mirman School</a> caters to children with an IQ of 138 and above and <a href="/wiki/Prep_for_Prep" title="Prep for Prep">Prep for Prep</a> is focused on students of color. </p> <div class="mw-heading mw-heading2"><h2 id="Commonly_used_terms">Commonly used terms</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=46" title="Edit section: Commonly used terms"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Source: National Association for Gifted Children—Frequently Used Terms in Gifted Education<sup id="cite_ref-66" class="reference"><a href="#cite_note-66"><span class="cite-bracket">[</span>66<span class="cite-bracket">]</span></a></sup> </p><p>Affective curriculum: A curriculum that is designed to teach gifted students about emotions, <a href="/wiki/Self-esteem" title="Self-esteem">self-esteem</a>, and <a href="/wiki/Social_skills" title="Social skills">social skills</a>. This can be valuable for all students, especially those who have been grouped with much older students, or who have been rejected by their same-age, but academically typical, <a href="/wiki/Peer_group" title="Peer group">peers</a>. </p><p><a href="/wiki/Differentiated_instruction" title="Differentiated instruction">Differentiation</a>: modification of a gifted student's curriculum to accommodate their specific needs. This may include changing the content or ability level of the material. </p><p>Heterogeneous grouping: a strategy that groups students of varied ability, preparedness, or accomplishment in a single classroom environment. Usually this terminology is applied to groupings of students in a particular grade, especially in elementary school. For example, students in fifth grade would be heterogeneously grouped in math if they were randomly assigned to classes instead of being grouped by demonstrated subject mastery. Heterogeneous grouping is sometimes claimed to provide a more effective instructional environment for less prepared students. </p><p>Homogeneous grouping: a strategy that groups students by specific ability, preparedness, or interest within a subject area. Usually this terminology is applied to groupings of students in a particular grade, especially in elementary school. For example, students in fifth grade would be homogeneously grouped in math if they were assigned to classes based on demonstrated subject mastery rather than being randomly assigned. Homogeneous grouping can provide more effective instruction for the most prepared students. </p><p><a href="/wiki/Individualized_Education_Program" title="Individualized Education Program">Individualized Education Program</a> (IEP): a written document that addresses a student's specific individual needs. It may specify accommodations, materials, or classroom instruction. IEPs are often created for students with disabilities, who are required by law to have an IEP when appropriate. Most states are not required to have IEPs for students who are only identified as gifted. Some students may be intellectually gifted in addition to having learning and/or attentional disabilities, and may have an IEP that includes, for instance, enrichment activities as a means of alleviating boredom or frustration, or as a reward for on-task behavior. In order to warrant such an IEP, a student needs to be diagnosed with a separate emotional or <a href="/wiki/Learning_disability" title="Learning disability">learning disability</a> that is not simply the result of being unchallenged in a typical classroom. These are also known as Individual Program Plans, or IPPs. </p> <div class="mw-heading mw-heading2"><h2 id="Justification">Justification</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=47" title="Edit section: Justification"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Researchers and practitioners in gifted education contend that, if education were to follow the medical maxim of "first, do no harm," then no further justification would be required for providing resources for gifted education as they believe gifted children to be <a href="/wiki/Gifted_At-Risk" class="mw-redirect" title="Gifted At-Risk">at-risk</a>. The notion that gifted children are "at-risk" was publicly declared in the <a href="/wiki/Marland_report" title="Marland report">Marland Report</a> in 1972: </p> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1244412712"><blockquote class="templatequote"> <p>Gifted and Talented children are, in fact, deprived and can suffer psychological damage and permanent impairment of their abilities to function well which is equal to or greater than the similar deprivation suffered by any other population with special needs served by the Office of Education. </p><p> (pp. xi–xii)<sup id="cite_ref-marland_31-1" class="reference"><a href="#cite_note-marland-31"><span class="cite-bracket">[</span>31<span class="cite-bracket">]</span></a></sup></p></blockquote><p> Three decades later, a similar statement was made by researchers in the field: <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1244412712"></p><blockquote class="templatequote"><p> National efforts to increase the availability of a variety of appropriate instructional and out-of-school provisions must be a high priority since <i>research indicates that many of the emotional or social difficulties gifted students experience disappear when their educational climates are adapted to their level and pace of learning</i>." [emphasis added]<sup id="cite_ref-67" class="reference"><a href="#cite_note-67"><span class="cite-bracket">[</span>67<span class="cite-bracket">]</span></a></sup></p></blockquote> <div class="mw-heading mw-heading2"><h2 id="Controversies">Controversies</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=48" title="Edit section: Controversies"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Controversies concerning gifted education are varied and often highly politicized. They are as basic as agreeing upon the appropriateness of the term <i>gifted</i> or the definition of <i>giftedness</i>. For example, does <i>giftedness</i> refer to performance or potential (such as inherent intelligence)? Many students do not exhibit both at the same time. </p><p>Measures of general intelligence also remain controversial. Early IQ tests were notorious for producing higher IQ scores for privileged races and classes and lower scores for disadvantaged subgroups. Although IQ tests have changed substantially over the past half century, and many objections to the early tests have been addressed by 'culture-neutral' tests (such as the <a href="/wiki/Raven%27s_Progressive_Matrices" title="Raven's Progressive Matrices">Raven test</a>), IQ testing remains controversial. Regardless of the tests used to identify children for gifted programs, many school districts in the United States still have disproportionately more White and Asian American students enrolled in their gifted programs, while Hispanic and African American students are usually underrepresented.<sup id="cite_ref-68" class="reference"><a href="#cite_note-68"><span class="cite-bracket">[</span>68<span class="cite-bracket">]</span></a></sup> However, research shows that this may be not be a fault of tests, but rather a result of the <a href="/wiki/Achievement_gap_in_the_United_States" class="mw-redirect" title="Achievement gap in the United States">achievement gap in the United States</a>.<sup id="cite_ref-69" class="reference"><a href="#cite_note-69"><span class="cite-bracket">[</span>69<span class="cite-bracket">]</span></a></sup> </p><p>Some schools and districts only accept IQ tests as evidence of giftedness. This brings scrutiny to the fact that many affluent families can afford to consult with an <a href="/wiki/Educational_psychologist" title="Educational psychologist">educational psychologist</a> to test their children, whereas families with a limited income cannot afford the test and must depend on district resources. </p> <div class="mw-heading mw-heading3"><h3 id="Class_and_ethnicity">Class and ethnicity</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=49" title="Edit section: Class and ethnicity"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Gifted programs are often seen as being elitist in places where the majority of students receiving gifted services are from a privileged background. Identifying and serving gifted children from poverty presents unique challenges, ranging from emotional issues arising from a family's economic insecurity, to gaps in pre-school cognitive development due to the family's lack of education and time.<sup id="cite_ref-70" class="reference"><a href="#cite_note-70"><span class="cite-bracket">[</span>70<span class="cite-bracket">]</span></a></sup> </p><p>In New York City, experience has shown that basing admission to gifted and talented programs on tests of any sort can result in selection of substantially more middle-class and white or Asian students and development of more programs in schools that such students attend.<sup id="cite_ref-NYT011213_71-0" class="reference"><a href="#cite_note-NYT011213-71"><span class="cite-bracket">[</span>71<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Emotional_aspects">Emotional aspects</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=50" title="Edit section: Emotional aspects"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>While giftedness is seen as an academic advantage, psychologically it can pose other challenges for the gifted individual. A person who is intellectually advanced may or may not be advanced in other areas. Each individual student needs to be evaluated for physical, social, and emotional skills without the traditional prejudices which prescribe either "compensatory" weaknesses or "matching" advancement in these areas.<sup id="cite_ref-72" class="reference"><a href="#cite_note-72"><span class="cite-bracket">[</span>72<span class="cite-bracket">]</span></a></sup> </p><p>It is a common misconception that gifted students are universally gifted in all areas of academics,<sup id="cite_ref-73" class="reference"><a href="#cite_note-73"><span class="cite-bracket">[</span>73<span class="cite-bracket">]</span></a></sup> and these misconceptions can have a variety of negative emotional effects on a gifted child. Unrealistically high expectations of academic success are often placed on gifted students by both parents and teachers.<sup id="cite_ref-Gates_74-0" class="reference"><a href="#cite_note-Gates-74"><span class="cite-bracket">[</span>74<span class="cite-bracket">]</span></a></sup> This pressure can cause gifted students to experience high levels of anxiety, to become perfectionists, and to develop a fear of failure.<sup id="cite_ref-Gates_74-1" class="reference"><a href="#cite_note-Gates-74"><span class="cite-bracket">[</span>74<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-75" class="reference"><a href="#cite_note-75"><span class="cite-bracket">[</span>75<span class="cite-bracket">]</span></a></sup> Gifted students come to define themselves and their identity through their giftedness, which can be problematic as their entire self-concept can be shaken when they do not live up to the unrealistically high expectations of others.<sup id="cite_ref-Gates_74-2" class="reference"><a href="#cite_note-Gates-74"><span class="cite-bracket">[</span>74<span class="cite-bracket">]</span></a></sup> </p><p>A person with significant academic talents often finds it difficult to fit in with schoolmates.<sup id="cite_ref-76" class="reference"><a href="#cite_note-76"><span class="cite-bracket">[</span>76<span class="cite-bracket">]</span></a></sup> These pressures often wane during adulthood, but they can leave a significant negative impact on emotional development. </p><p>Social pressures can cause children to "play down" their intelligence in an effort to blend in with other students.<sup id="cite_ref-77" class="reference"><a href="#cite_note-77"><span class="cite-bracket">[</span>77<span class="cite-bracket">]</span></a></sup> "Playing down" is a strategy often used by students with <a href="/wiki/Clinical_depression" class="mw-redirect" title="Clinical depression">clinical depression</a> and is seen somewhat more frequently in socially acute adolescents. This behavior is usually discouraged by educators when they recognize it. Unfortunately, the very educators who want these children to challenge themselves and to embrace their gifts and talents are often the same people who are forced to discourage them in a mixed-ability classroom, through mechanisms like refusing to call on the talented student in class so that typical students have an opportunity to participate.<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (September 2010)">citation needed</span></a></i>]</sup> </p><p>Students who are young, enthusiastic or aggressive are more likely to attract attention and to disrupt the class by working ahead, giving the correct answers all the time, asking for new assignments, or finding creative ways to entertain themselves while the rest of the class finishes an assignment. This behavior can be mistaken for <a href="/wiki/ADHD" class="mw-redirect" title="ADHD">ADHD</a>. <sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (September 2008)">citation needed</span></a></i>]</sup> </p><p>Many parents of gifted find that it is the social-emotional aspect of their children's lives that needs support. Schools and talent development programs often focus on academic enrichment rather than providing time for gifted children to have the social interaction with true peers that is required for healthy development. National organizations such as <a href="/w/index.php?title=SENG&action=edit&redlink=1" class="new" title="SENG (page does not exist)">Supporting Emotional Needs of the Gifted</a> (SENG) as well as local organizations, have emerged in an effort to meet these needs. </p><p>It can also happen that some unidentified gifted students will get bored in regular class, daydream and lose track of where the class is in a lecture, and the teacher becomes convinced that the student is slow and struggling with the material.<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (September 2010)">citation needed</span></a></i>]</sup> </p><p>Finally, gifted and talented students are statistically somewhat more likely to be diagnosed with a <a href="/wiki/Mental_disorder" title="Mental disorder">mental disorder</a> such as <a href="/wiki/Bipolar_disorder" title="Bipolar disorder">bipolar disorder</a> and to become addicted to drugs or alcohol.<sup id="cite_ref-78" class="reference"><a href="#cite_note-78"><span class="cite-bracket">[</span>78<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-79" class="reference"><a href="#cite_note-79"><span class="cite-bracket">[</span>79<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-80" class="reference"><a href="#cite_note-80"><span class="cite-bracket">[</span>80<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-81" class="reference"><a href="#cite_note-81"><span class="cite-bracket">[</span>81<span class="cite-bracket">]</span></a></sup> Gifted and talented students also have a higher chance of co-occurring learning disability.<sup id="cite_ref-82" class="reference"><a href="#cite_note-82"><span class="cite-bracket">[</span>82<span class="cite-bracket">]</span></a></sup> Gifted students with learning disabilities are often called <a href="/wiki/Twice_exceptional" title="Twice exceptional">twice exceptional</a>. These students can require special attention in school. </p> <div class="mw-heading mw-heading3"><h3 id="Gender">Gender</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=51" title="Edit section: Gender"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Another area of controversy has been the marginalization of gifted females. Studies have attributed this to self-efficacy, acculturation and biological differences in aptitude between boys and girls for advanced mathematics.<sup id="cite_ref-83" class="reference"><a href="#cite_note-83"><span class="cite-bracket">[</span>83<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-84" class="reference"><a href="#cite_note-84"><span class="cite-bracket">[</span>84<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Test_preparation">Test preparation</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=52" title="Edit section: Test preparation"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In the United States, particularly in New York City where qualifying children as young as four are enrolled in enriched kindergarten classes offered by the public schools, a <a href="/wiki/Test_preparation" title="Test preparation">test preparation</a> industry has grown up which closely monitors the nature of tests given to prospective students of gifted and talented programs. This can result in admission of significant numbers of students into programs who lack superior natural intellectual talent and exclusion of naturally talented students who did not participate in test preparation or lacked the resources to do so.<sup id="cite_ref-NYT021713_85-0" class="reference"><a href="#cite_note-NYT021713-85"><span class="cite-bracket">[</span>85<span class="cite-bracket">]</span></a></sup> </p><p>It is virtually impossible to train a child for a <a href="/wiki/Wechsler_Intelligence_Scale_for_Children" title="Wechsler Intelligence Scale for Children">WISC</a> test or other gifted test.<sup id="cite_ref-hoagiesgifted_86-0" class="reference"><a href="#cite_note-hoagiesgifted-86"><span class="cite-bracket">[</span>86<span class="cite-bracket">]</span></a></sup> Some websites are known for publishing test questions and answers, although using these is considered illegal since it is highly confidential information.<sup id="cite_ref-hoagiesgifted_86-1" class="reference"><a href="#cite_note-hoagiesgifted-86"><span class="cite-bracket">[</span>86<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-gilman_87-0" class="reference"><a href="#cite_note-gilman-87"><span class="cite-bracket">[</span>87<span class="cite-bracket">]</span></a></sup> It would also be disastrous if a non-gifted student was placed in a gifted program.<sup id="cite_ref-gilman_87-1" class="reference"><a href="#cite_note-gilman-87"><span class="cite-bracket">[</span>87<span class="cite-bracket">]</span></a></sup> Reviewing actual test questions can confuse children and stifles their natural thinking process, however reviewing similar style questions is a possibility.<sup id="cite_ref-hoagiesgifted_86-2" class="reference"><a href="#cite_note-hoagiesgifted-86"><span class="cite-bracket">[</span>86<span class="cite-bracket">]</span></a></sup> </p><p>Private gifted assessment is usually expensive and educators recommend that parents take advantage of online screening tests to give a preliminary indication of potential giftedness.<sup id="cite_ref-shenfield_88-0" class="reference"><a href="#cite_note-shenfield-88"><span class="cite-bracket">[</span>88<span class="cite-bracket">]</span></a></sup> Another way to screen for giftedness before requesting a psychological assessment is to do a curriculum-based assessment. Curriculum-based assessment is a form of achievement testing that focuses specifically on what the child has been exposed to in their academic career. It can be done through school or a private educational center. Although this can determine if a child's performance in school potentially signifies giftedness, there are complications. For example, if a child changes school districts or country of residence, the different terminology of curriculum could hold that child back. Secondly, discrepancies between school districts, along with public and private education, create a very wide range of potential knowledge bases.<sup id="cite_ref-assess_9-3" class="reference"><a href="#cite_note-assess-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Scholarly_journals">Scholarly journals</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=53" title="Edit section: Scholarly journals"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><i>Advance Academics</i></li> <li><i><a href="/wiki/Gifted_Child_Quarterly" title="Gifted Child Quarterly">Gifted Child Quarterly</a></i></li> <li><i>Gifted Education International</i></li> <li><i>Gifted and Talented International</i></li> <li><i>High Ability Studies</i></li> <li><i><a href="/wiki/Journal_for_the_Education_of_the_Gifted" title="Journal for the Education of the Gifted">Journal for the Education of the Gifted</a></i></li> <li><i>Roeper Review</i></li></ul> <div class="mw-heading mw-heading2"><h2 id="See_also">See also</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=54" title="Edit section: See also"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a href="/wiki/List_of_gifted_and_talented_programmes" title="List of gifted and talented programmes">List of gifted and talented programmes</a></li> <li><a href="/wiki/Academic_elitism" class="mw-redirect" title="Academic elitism">Academic elitism</a></li> <li><a href="/wiki/Special_education" title="Special education">Special education</a></li> <li><a href="/wiki/Rationale_for_gifted_programs" title="Rationale for gifted programs">Rationale for gifted programs</a></li> <li><a href="/wiki/Selective_school" title="Selective school">Selective schools</a></li> <li><a href="/wiki/Discrimination_of_excellence" title="Discrimination of excellence">Discrimination of excellence</a></li></ul> <div class="mw-heading mw-heading2"><h2 id="Notes">Notes</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=55" title="Edit section: Notes"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}</style><div class="reflist reflist-columns references-column-width" style="column-width: 30em;"> <ol class="references"> <li id="cite_note-1"><span class="mw-cite-backlink"><b><a href="#cite_ref-1">^</a></b></span> <span class="reference-text">Nicholas Colangelo, N., Assouline, S., and Gross, M., A Nation Deceived:How Schools Hold Back America's Brightest Students, University of Iowa, Volume I, p. 2</span> </li> <li id="cite_note-2"><span class="mw-cite-backlink"><b><a href="#cite_ref-2">^</a></b></span> <span class="reference-text"><a rel="nofollow" class="external text" href="http://www.gt-cybersource.org/Record.aspx?NavID=2_0&rid=10586">Factors in the social adjustment and social acceptability of extremely gifted children</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20070927190517/http://www.gt-cybersource.org/Record.aspx?NavID=2_0&rid=10586">Archived</a> 2007-09-27 at the <a href="/wiki/Wayback_Machine" title="Wayback Machine">Wayback Machine</a></span> </li> <li id="cite_note-3"><span class="mw-cite-backlink"><b><a href="#cite_ref-3">^</a></b></span> <span class="reference-text">Rogers, Karen B, Ph.D., The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner, (The National Research Center on the Gifted and Talented, 1991)</span> </li> <li id="cite_note-4"><span class="mw-cite-backlink"><b><a href="#cite_ref-4">^</a></b></span> <span class="reference-text"><style data-mw-deduplicate="TemplateStyles:r1238218222">.mw-parser-output cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("//upload.wikimedia.org/wikipedia/commons/6/65/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("//upload.wikimedia.org/wikipedia/commons/d/d6/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("//upload.wikimedia.org/wikipedia/commons/a/aa/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("//upload.wikimedia.org/wikipedia/commons/4/4c/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}</style><cite id="CITEREFWarneLiu2017" class="citation journal cs1">Warne, Russell T.; Liu, Jonathan K (2017). <a rel="nofollow" class="external text" href="https://doi.org/10.1016%2Fj.learninstruc.2016.10.004">"Income differences among grade skippers and non-grade skippers across genders in the Terman sample, 1936–1976"</a>. <i>Learning and Instruction</i>. <b>47</b>: 1–12. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<span class="id-lock-free" title="Freely accessible"><a rel="nofollow" class="external text" href="https://doi.org/10.1016%2Fj.learninstruc.2016.10.004">10.1016/j.learninstruc.2016.10.004</a></span>.</cite><span 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Redefining giftedness for a new century: Shifting the paradigm [Position Paper]. <a rel="nofollow" class="external free" href="http://www.nagc.org/sites/default/files/Position%20Statement/Redefining%20Giftedness%20for%20a%20New%20Century.pdf">http://www.nagc.org/sites/default/files/Position%20Statement/Redefining%20Giftedness%20for%20a%20New%20Century.pdf</a></span> </li> <li id="cite_note-18"><span class="mw-cite-backlink"><b><a href="#cite_ref-18">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFLohmanFoley_Nicpon2012" class="citation book cs1">Lohman, David F.; Foley Nicpon, Megan (2012). <a rel="nofollow" class="external text" href="https://web.archive.org/web/20160315055952/https://faculty.education.uiowa.edu/docs/default-source/dlohman/ability-testing-and-talent-identification.pdf?sfvrsn=0">"Chapter 12: Ability Testing & Talent Identification"</a> <span class="cs1-format">(PDF)</span>. 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The Science of Sex Differences in Science and Mathematics.</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20120226143500/http://134.173.180.115/berger/pdf/Halpern2007.SciSexDif.Pub.pdf">Archived</a> 2012-02-26 at the <a href="/wiki/Wayback_Machine" title="Wayback Machine">Wayback Machine</a> Psychological Science in the Public Interest 8(1): 1–51 (2007).</span> </li> <li id="cite_note-NYT021713-85"><span class="mw-cite-backlink"><b><a href="#cite_ref-NYT021713_85-0">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFJenny_Anderson2013" class="citation news cs1">Jenny Anderson (February 17, 2013). <a rel="nofollow" class="external text" href="https://www.nytimes.com/2013/02/18/nyregion/new-york-city-schools-struggle-to-separate-the-gifted-from-the-just-well-prepared.html">"Schools Ask: Gifted or Just Well-Prepared?"</a>. <i>The New York Times</i><span class="reference-accessdate">. Retrieved <span class="nowrap">February 28,</span> 2013</span>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=The+New+York+Times&rft.atitle=Schools+Ask%3A+Gifted+or+Just+Well-Prepared%3F&rft.date=2013-02-17&rft.au=Jenny+Anderson&rft_id=https%3A%2F%2Fwww.nytimes.com%2F2013%2F02%2F18%2Fnyregion%2Fnew-york-city-schools-struggle-to-separate-the-gifted-from-the-just-well-prepared.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3AGifted+education" class="Z3988"></span></span> </li> <li id="cite_note-hoagiesgifted-86"><span class="mw-cite-backlink">^ <a href="#cite_ref-hoagiesgifted_86-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-hoagiesgifted_86-1"><sup><i><b>b</b></i></sup></a> <a href="#cite_ref-hoagiesgifted_86-2"><sup><i><b>c</b></i></sup></a></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFYermish" class="citation web cs1">Yermish, Aimee. <a rel="nofollow" class="external text" href="http://www.hoagiesgifted.org/test_prep.htm">"How Can I Prepare My Child for Testing?"</a>. <i>Hoagies' Gifted Education</i>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Hoagies%27+Gifted+Education&rft.atitle=How+Can+I+Prepare+My+Child+for+Testing%3F&rft.aulast=Yermish&rft.aufirst=Aimee&rft_id=http%3A%2F%2Fwww.hoagiesgifted.org%2Ftest_prep.htm&rfr_id=info%3Asid%2Fen.wikipedia.org%3AGifted+education" class="Z3988"></span></span> </li> <li id="cite_note-gilman-87"><span class="mw-cite-backlink">^ <a href="#cite_ref-gilman_87-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-gilman_87-1"><sup><i><b>b</b></i></sup></a></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFGilman2008" class="citation book cs1">Gilman, Barbara Jackson (2008). <i>Academic Advocacy for Gifted Children: A Parent's Complete Guide</i>. Great Potential Press. pp. 62–65. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0910707886" title="Special:BookSources/978-0910707886"><bdi>978-0910707886</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Academic+Advocacy+for+Gifted+Children%3A+A+Parent%27s+Complete+Guide&rft.pages=62-65&rft.pub=Great+Potential+Press&rft.date=2008&rft.isbn=978-0910707886&rft.aulast=Gilman&rft.aufirst=Barbara+Jackson&rfr_id=info%3Asid%2Fen.wikipedia.org%3AGifted+education" class="Z3988"></span></span> </li> <li id="cite_note-shenfield-88"><span class="mw-cite-backlink"><b><a href="#cite_ref-shenfield_88-0">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFShenfield2014" class="citation web cs1">Shenfield, Tali (2014-06-30). <a rel="nofollow" class="external text" href="http://www.psy-ed.com/wpblog/psychological-assessments/gifted-assessments/">"Gifted Assessments"</a>. <i>Advanced Psychology</i>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Advanced+Psychology&rft.atitle=Gifted+Assessments&rft.date=2014-06-30&rft.aulast=Shenfield&rft.aufirst=Tali&rft_id=http%3A%2F%2Fwww.psy-ed.com%2Fwpblog%2Fpsychological-assessments%2Fgifted-assessments%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3AGifted+education" class="Z3988"></span></span> </li> </ol></div> <div class="mw-heading mw-heading2"><h2 id="Further_reading">Further reading</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=56" title="Edit section: Further reading"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>The latest research about gifted education can be found in the academic journals that specialize in gifted education: <i><a href="/wiki/Gifted_Child_Quarterly" title="Gifted Child Quarterly">Gifted Child Quarterly</a></i>, <i><a href="/wiki/Journal_of_Advanced_Academics" title="Journal of Advanced Academics">Journal of Advanced Academics</a></i>, <i><a href="/wiki/Journal_for_the_Education_of_the_Gifted" title="Journal for the Education of the Gifted">Journal for the Education of the Gifted</a></i>, <a rel="nofollow" class="external text" href="https://web.archive.org/web/20120521020902/http://www.roeper.org/netcommunity/page.aspx?pid=1222"><i>Roeper Review</i></a>. </p> <ul><li>Assouline, S., and A. Lupkowski-Shoplik (2005). <i>Developing Math Talent: A Guide for Educating Gifted And Advanced Learners in Math</i>. Waco, TX: Prufrock Press .</li> <li>Broecher, J. (2005). <i>Hochintelligente kreativ begaben</i>. LIT-Verlag Muenster, Hamburg 2005 (Application of the High/Scope Approach and Renzulli's Enrichment Triad Model to a German Summer Camp for the Gifted)</li> <li>Davidson, Jan and Bob, with Vanderkam, Laura (2004). <i>Genius Denied: How to Stop Wasting Our Brightest Young Minds</i>. New York, NY: Simon and Schuster.</li> <li>Davis, G., and S. Rimm (1989). <i>Education of the Gifted and Talented</i> (2nd edn). Englewood Cliffs, NJ: Prentice Hall.</li> <li>Hansen, J., and S. Hoover (1994). <i>Talent Development: Theories and Practice</i>. Dubuque, IA: Kendall Hunt.</li> <li>Johnsen, S. (1999, November/ December). "The top 10 events in gifted education". <i>Gifted Child Today</i>, 22(6), 7.</li> <li>Frank, Maurice (2013). <a rel="nofollow" class="external text" href="https://www.libed.org.uk/index.php/articles/414-high-learning-potential">"High Learning Potential"</a>. In <i>Lib Ed</i>, a UK-based (online, formerly paper) magazine opposed to authoritarian schooling.</li> <li>Newland, T. (1976). <i>The Gifted in Historical Perspective</i>. Englewood Cliffs, NJ: Prentice Hall.</li> <li>Piirto, J. (1999). <i>Talented Adults and Children: Their Development and Education</i> (3rd edn). Waco, TX,: Prufrock Press.</li> <li>Rogers, Karen B. (2002). <i>Re-forming Gifted Education: How Parents and Teachers Can Match the Program to the Child</i>. Scottsdale, AZ: Great Potential Press.</li> <li>Winebrenner, Susan. (2001). <i>Teaching Gifted Kids in the Regular Classroom</i>. Minneapolis, MN: Free Spirit Publishing.</li> <li>U.S. Department of Education, Office of Educational Research and Improvement. (1993). <i>National Excellence: A case for developing America's talent</i>. Washington, DC: U.S. Government Printing Office.</li></ul> <div class="mw-heading mw-heading2"><h2 id="External_links">External links</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Gifted_education&action=edit&section=57" title="Edit section: External links"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a rel="nofollow" class="external text" href="http://hoagiesgifted.org">Hoagies' Gifted Education Page</a></li> <li><a rel="nofollow" class="external text" href="http://www.gifted.uconn.edu/nrcgt/reports/rbdm9102/rbdm9102.pdf">The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner.</a></li> <li><a rel="nofollow" class="external text" href="http://cfge.wm.edu/conference%20documents/Myths%20about%20Gifted%20Students.pdf">Myths About Gifted Students</a></li> <li><a rel="nofollow" class="external text" href="https://www.wsj.com/articles/SB10001424052748704559904576230570655238148">"Raising an Accidental Prodigy</a> from <i><a href="/wiki/The_Wall_Street_Journal" title="The Wall Street Journal">The Wall Street Journal</a></i> on choices parents of gifted children make about their education</li></ul> <div class="navbox-styles"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><style data-mw-deduplicate="TemplateStyles:r1236075235">.mw-parser-output .navbox{box-sizing:border-box;border:1px solid #a2a9b1;width:100%;clear:both;font-size:88%;text-align:center;padding:1px;margin:1em auto 0}.mw-parser-output .navbox .navbox{margin-top:0}.mw-parser-output .navbox+.navbox,.mw-parser-output .navbox+.navbox-styles+.navbox{margin-top:-1px}.mw-parser-output .navbox-inner,.mw-parser-output .navbox-subgroup{width:100%}.mw-parser-output .navbox-group,.mw-parser-output .navbox-title,.mw-parser-output .navbox-abovebelow{padding:0.25em 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.navbox-odd{background-color:transparent}.mw-parser-output .navbox .hlist td dl,.mw-parser-output .navbox .hlist td ol,.mw-parser-output .navbox .hlist td ul,.mw-parser-output .navbox td.hlist dl,.mw-parser-output .navbox td.hlist ol,.mw-parser-output .navbox td.hlist ul{padding:0.125em 0}.mw-parser-output .navbox .navbar{display:block;font-size:100%}.mw-parser-output .navbox-title .navbar{float:left;text-align:left;margin-right:0.5em}body.skin--responsive .mw-parser-output .navbox-image img{max-width:none!important}@media print{body.ns-0 .mw-parser-output .navbox{display:none!important}}</style></div><div role="navigation" class="navbox" aria-labelledby="Education" style="padding:3px"><table class="nowraplinks hlist mw-collapsible autocollapse navbox-inner" style="border-spacing:0;background:transparent;color:inherit"><tbody><tr><th scope="col" class="navbox-title" colspan="2"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link 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education">Philosophy</a></li> <li><a href="/wiki/Physical_education" title="Physical education">Physical</a></li> <li><a href="/wiki/Physics_education" title="Physics education">Physics</a></li> <li><a href="/wiki/Reading" title="Reading">Reading</a></li> <li><a href="/wiki/Religious_education" title="Religious education">Religious</a></li> <li><a href="/wiki/Science_education" title="Science education">Science</a></li> <li><a href="/wiki/Sex_education" title="Sex education">Sex</a></li> <li><a href="/wiki/Teacher_education" title="Teacher education">Teacher</a></li> <li><a href="/wiki/Technology_education" title="Technology education">Technology</a></li> <li><a href="/wiki/Values_education" title="Values education">Values</a></li> <li><a href="/wiki/Vocational_education" title="Vocational education">Vocational</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Alternative_education" title="Alternative education">Alternative</a></th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Adult_education" title="Adult education">Adult education</a></li> <li><a href="/wiki/Autodidacticism" title="Autodidacticism">Autodidacticism</a></li> <li><a href="/wiki/Democratic_education" title="Democratic education">Democratic</a></li> <li><a href="/wiki/Education_reform" title="Education reform">Education reform</a></li> <li><a class="mw-selflink selflink">Gifted education</a></li> <li><a href="/wiki/Homeschooling" title="Homeschooling">Homeschooling</a></li> <li><a href="/wiki/Religious_education" title="Religious education">Religious education</a></li> <li><a href="/wiki/Special_education" title="Special education">Special education</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Concepts</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/21st_century_skills" title="21st century skills">21st century skills</a></li> <li><a href="/wiki/Bloom%27s_taxonomy" title="Bloom's taxonomy">Bloom's taxonomy</a></li> <li><a href="/wiki/Cognitive_load" title="Cognitive load">Cognitive load</a></li> <li><a href="/wiki/Class_arrangement" title="Class arrangement">Class arrangement</a></li> <li><a href="/wiki/Critical_thinking" title="Critical thinking">Critical thinking</a></li> <li><a href="/wiki/Curriculum" title="Curriculum">Curriculum</a> <ul><li><a href="/wiki/Hidden_curriculum" title="Hidden curriculum">Hidden</a></li> <li><a href="/wiki/Curriculum_studies" title="Curriculum studies">Studies</a></li> <li><a href="/wiki/Curriculum_theory" title="Curriculum theory">Theory</a></li></ul></li> <li><a href="/wiki/Learning_theory_(education)" title="Learning theory (education)">Learning theory</a></li> <li><a href="/wiki/Lesson_plan" title="Lesson plan">Lesson plan</a></li> <li><a href="/wiki/Pedagogical_pattern" title="Pedagogical pattern">Pedagogical pattern</a></li> <li><a href="/wiki/Teacher_look" title="Teacher look">Teacher look</a></li> <li><a href="/wiki/Teacher_retention" title="Teacher retention">Teacher retention</a></li> <li><a href="/wiki/Teaching_method" title="Teaching method">Teaching method</a> <ul><li><a href="/wiki/Active_learning" title="Active learning">Active learning</a></li> <li><a href="/wiki/Blended_learning" title="Blended learning">Blended learning</a></li> <li><a href="/wiki/Contemplative_education" title="Contemplative education">Contemplative</a></li> <li><a href="/wiki/Demonstration_(teaching)" title="Demonstration (teaching)">Demonstration</a></li> <li><a href="/wiki/Dialogic_learning" title="Dialogic learning">Dialogic learning</a></li> <li><a href="/wiki/Experiential_learning" title="Experiential learning">Experiential</a></li> <li><a href="/wiki/Corrective_feedback" title="Corrective feedback">Feedback</a></li> <li><a href="/wiki/Passive_learning" title="Passive learning">Passive</a></li> <li><a href="/wiki/Peer_instruction" title="Peer instruction">Peer instruction</a></li> <li><a href="/wiki/Personalized_learning" class="mw-redirect" title="Personalized learning">Personalized</a></li> <li><a href="/wiki/Phenomenon-based_learning" title="Phenomenon-based learning">Phenomenon-based</a></li> <li><a href="/wiki/Problem-based_learning" title="Problem-based learning">Problem-based</a></li> <li><a href="/wiki/Project-based_learning" title="Project-based learning">Project-based</a></li> <li><a href="/wiki/Student-centered_learning" title="Student-centered learning">Student-centered</a></li> <li><a href="/wiki/Socratic_questioning" title="Socratic questioning">Socratic</a></li></ul></li> <li><a href="/wiki/Teaching_philosophy" title="Teaching philosophy">Teaching philosophy</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Wikimedia</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="https://en.wikibooks.org/wiki/Subject:Education" class="extiw" title="b:Subject:Education">Books</a></li> <li><a href="https://en.wiktionary.org/wiki/education" class="extiw" title="wikt:education">Definitions</a></li> <li><a href="https://commons.wikimedia.org/wiki/Category:Education" class="extiw" title="commons:Category:Education">Images</a></li> <li><a href="https://en.wikiversity.org/wiki/Education" class="extiw" title="v:Education">Learning resources</a></li> <li><a href="https://en.wikinews.org/wiki/Portal:Education" class="extiw" title="n:Portal:Education">News</a></li> <li><a href="https://en.wikiquote.org/wiki/Education" class="extiw" title="q:Education">Quotes</a></li> <li><a href="https://en.wikisource.org/wiki/Education" class="extiw" title="s:Education">Texts</a></li></ul> </div></td></tr></tbody></table><div></div></td></tr><tr><td colspan="2" class="navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"></div><table class="nowraplinks mw-collapsible autocollapse navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size: 90%;"><div id="Stages" style="font-size:114%;margin:0 4em"><a href="/wiki/Educational_stage" title="Educational stage">Stages</a></div></th></tr><tr><td colspan="2" class="navbox-list navbox-odd" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;"><a href="/wiki/Early_childhood_education" title="Early childhood education">Early childhood education</a></td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;"><a href="/wiki/Primary_education" title="Primary education">Primary education</a></td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;"><a href="/wiki/Secondary_education" title="Secondary education">Secondary education</a></td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;"><a href="/wiki/Tertiary_education" title="Tertiary education">Tertiary education</a></td></tr><tr style="vertical-align:top"><td class="navbox-list" style="padding:0px;width:20%;"><div> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><td colspan="2" class="navbox-list navbox-even" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;"><a href="/wiki/Preschool" title="Preschool">Preschool</a><br />→</td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;"><a href="/wiki/Kindergarten" title="Kindergarten">Kindergarten</a><br />→</td></tr><tr style="vertical-align:top"></tr></tbody></table></div></td></tr></tbody></table><div> </div></td><td class="navbox-list" style="border-left:2px solid #fdfdfd;padding:0px;width:20%;"><div> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><td colspan="2" class="navbox-list navbox-odd" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;"><a href="/wiki/Primary_school" title="Primary school">Primary school</a><br />→</td></tr><tr style="vertical-align:top"><td class="navbox-list" style="padding:0px;text-align:center;width:50%;"><div> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><td colspan="2" class="navbox-list navbox-even" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;">Infant<br />→</td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;">Junior<br />→</td></tr><tr style="vertical-align:top"></tr></tbody></table></div></td></tr></tbody></table><div> </div></td></tr></tbody></table></div></td></tr></tbody></table><div> </div></td><td class="navbox-list" style="border-left:2px solid #fdfdfd;padding:0px;width:20%;"><div> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><td colspan="2" class="navbox-list navbox-odd" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;"><a href="/wiki/Secondary_school" title="Secondary school">Secondary school</a><br />→</td></tr><tr style="vertical-align:top"><td class="navbox-list" style="padding:0px;text-align:center;width:50%;"><div> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><td colspan="2" class="navbox-list navbox-even" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;"><a href="/wiki/Middle_school" title="Middle school">Middle school</a><br />→</td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;">High school<br />→</td></tr><tr style="vertical-align:top"></tr></tbody></table></div></td></tr></tbody></table><div> </div></td></tr></tbody></table></div></td></tr></tbody></table><div> </div></td><td class="navbox-list" style="border-left:2px solid #fdfdfd;padding:0px;width:40%;"><div> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><td colspan="2" class="navbox-list navbox-odd" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;"><a href="/wiki/Higher_education" class="mw-redirect" title="Higher education">Higher education</a><br /> </td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;"><a href="/wiki/Vocational_education" title="Vocational education">Vocational</a></td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;"><a href="/wiki/Further_education" title="Further education">Further</a><br />(<a href="/wiki/Continuing_education" title="Continuing education">Continuing</a>)</td></tr><tr style="vertical-align:top"><td class="navbox-list" style="padding:0px;text-align:center;width:50%;"><div> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><td colspan="2" class="navbox-list navbox-even" style="width:100%;padding:0;background:transparent;color:inherit;"><div style="padding:0px"><table class="navbox-columns-table" style="border-spacing: 0px; text-align:left;width:100%;"><tbody><tr><td class="navbox-abovebelow" style="font-weight:bold;"><a href="/wiki/Undergraduate_education" title="Undergraduate education">Undergraduate</a><br />→</td><td class="navbox-abovebelow" style="border-left:2px solid #fdfdfd;font-weight:bold;"><a href="/wiki/Postgraduate_education" title="Postgraduate education">Postgraduate</a><br /> </td></tr><tr style="vertical-align:top"></tr></tbody></table></div></td></tr></tbody></table><div> </div></td></tr></tbody></table></div></td></tr></tbody></table><div> </div></td></tr></tbody></table></div></td></tr><tr><td class="navbox-abovebelow" colspan="2"><div><div class="hlist"> <ul><li><span class="noviewer" typeof="mw:File"><a href="/wiki/File:Symbol_portal_class.svg" class="mw-file-description" title="Portal"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/e/e2/Symbol_portal_class.svg/16px-Symbol_portal_class.svg.png" decoding="async" width="16" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/e/e2/Symbol_portal_class.svg/23px-Symbol_portal_class.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/e/e2/Symbol_portal_class.svg/31px-Symbol_portal_class.svg.png 2x" data-file-width="180" data-file-height="185" /></a></span> <a href="/wiki/Portal:Education" class="mw-redirect" title="Portal:Education">Portal</a></li></ul> </div></div></td></tr></tbody></table><div></div></td></tr><tr><td colspan="2" class="navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"></div><table class="nowraplinks mw-collapsible mw-collapsed navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size: 90%;"><div id="Education_by_region" style="font-size:114%;margin:0 4em">Education by region</div></th></tr><tr><td colspan="2" class="navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"></div><table class="nowraplinks mw-collapsible mw-collapsed navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size:88%;"><div id="Education_in_Africa" style="font-size:114%;margin:0 4em"><a href="/wiki/Education_in_Africa" title="Education in Africa">Education in Africa </a></div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">Sovereign states</th><td class="navbox-list-with-group navbox-list navbox-odd hlist wraplinks" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_Algeria" title="Education in Algeria">Algeria</a></li> <li><a href="/wiki/Education_in_Angola" title="Education in Angola">Angola</a></li> <li><a href="/wiki/Education_in_Benin" title="Education in Benin">Benin</a></li> <li><a href="/wiki/Education_in_Botswana" title="Education in Botswana">Botswana</a></li> <li><a href="/wiki/Education_in_Burkina_Faso" title="Education in Burkina Faso">Burkina Faso</a></li> <li><a href="/wiki/Education_in_Burundi" title="Education in Burundi">Burundi</a></li> <li><a href="/wiki/Education_in_Cameroon" title="Education in Cameroon">Cameroon</a></li> <li><a href="/wiki/Education_in_Cape_Verde" title="Education in Cape Verde">Cape Verde</a></li> <li><a href="/wiki/Education_in_the_Central_African_Republic" title="Education in the Central African Republic">Central African Republic</a></li> <li><a href="/wiki/Education_in_Chad" title="Education in Chad">Chad</a></li> <li><a href="/wiki/Education_in_the_Comoros" title="Education in the Comoros">Comoros</a></li> <li><a href="/wiki/Education_in_the_Democratic_Republic_of_the_Congo" title="Education in the Democratic Republic of the Congo">Democratic Republic of the Congo</a></li> <li><a href="/wiki/Education_in_the_Republic_of_the_Congo" title="Education in the Republic of the Congo">Republic of the Congo</a></li> <li><a href="/wiki/Education_in_Djibouti" title="Education in Djibouti">Djibouti</a></li> <li><a href="/wiki/Education_in_Egypt" title="Education in Egypt">Egypt</a></li> <li><a href="/wiki/Education_in_Equatorial_Guinea" title="Education in Equatorial Guinea">Equatorial Guinea</a></li> <li><a href="/wiki/Education_in_Eritrea" title="Education in Eritrea">Eritrea</a></li> <li><a href="/wiki/Education_in_Eswatini" title="Education in Eswatini">Eswatini</a></li> <li><a href="/wiki/Education_in_Ethiopia" title="Education in Ethiopia">Ethiopia</a></li> <li><a href="/wiki/Education_in_Gabon" title="Education in Gabon">Gabon</a></li> <li><a href="/wiki/Education_in_the_Gambia" title="Education in the Gambia">The Gambia</a></li> <li><a href="/wiki/Education_in_Ghana" title="Education in Ghana">Ghana</a></li> <li><a href="/wiki/Education_in_Guinea" title="Education in Guinea">Guinea</a></li> <li><a href="/wiki/Education_in_Guinea-Bissau" title="Education in Guinea-Bissau">Guinea-Bissau</a></li> <li><a href="/wiki/Education_in_Ivory_Coast" title="Education in Ivory Coast">Ivory Coast</a></li> <li><a href="/wiki/Education_in_Kenya" title="Education in Kenya">Kenya</a></li> <li><a href="/wiki/Education_in_Lesotho" title="Education in Lesotho">Lesotho</a></li> <li><a href="/wiki/Education_in_Liberia" title="Education in Liberia">Liberia</a></li> <li><a href="/wiki/Education_in_Libya" title="Education in Libya">Libya</a></li> <li><a href="/wiki/Education_in_Madagascar" title="Education in Madagascar">Madagascar</a></li> <li><a href="/wiki/Education_in_Malawi" title="Education in Malawi">Malawi</a></li> <li><a href="/wiki/Education_in_Mali" title="Education in Mali">Mali</a></li> <li><a href="/wiki/Education_in_Mauritania" title="Education in Mauritania">Mauritania</a></li> <li><a href="/wiki/Education_in_Mauritius" title="Education in Mauritius">Mauritius</a></li> <li><a href="/wiki/Education_in_Morocco" title="Education in Morocco">Morocco</a></li> <li><a href="/wiki/Education_in_Mozambique" title="Education in Mozambique">Mozambique</a></li> <li><a href="/wiki/Education_in_Namibia" title="Education in Namibia">Namibia</a></li> <li><a href="/wiki/Education_in_Niger" title="Education in Niger">Niger</a></li> <li><a href="/wiki/Education_in_Nigeria" title="Education in Nigeria">Nigeria</a></li> <li><a href="/wiki/Education_in_Rwanda" title="Education in Rwanda">Rwanda</a></li> <li><a href="/wiki/Education_in_S%C3%A3o_Tom%C3%A9_and_Pr%C3%ADncipe" class="mw-redirect" title="Education in São Tomé and Príncipe">São Tomé and Príncipe</a></li> <li><a href="/wiki/Education_in_Senegal" title="Education in Senegal">Senegal</a></li> <li><a href="/wiki/Education_in_Seychelles" title="Education in Seychelles">Seychelles</a></li> <li><a href="/wiki/Education_in_Sierra_Leone" title="Education in Sierra Leone">Sierra Leone</a></li> <li><a href="/wiki/Education_in_Somalia" title="Education in Somalia">Somalia</a></li> <li><a href="/wiki/Education_in_South_Africa" title="Education in South Africa">South Africa</a></li> <li><a href="/wiki/Education_in_South_Sudan" title="Education in South Sudan">South Sudan</a></li> <li><a href="/wiki/Education_in_Sudan" title="Education in Sudan">Sudan</a></li> <li><a href="/wiki/Education_in_Tanzania" title="Education in Tanzania">Tanzania</a></li> <li><a href="/wiki/Education_in_Togo" title="Education in Togo">Togo</a></li> <li><a href="/wiki/Education_in_Tunisia" title="Education in Tunisia">Tunisia</a></li> <li><a href="/wiki/Education_in_Uganda" title="Education in Uganda">Uganda</a></li> <li><a href="/wiki/Education_in_Zambia" title="Education in Zambia">Zambia</a></li> <li><a href="/wiki/Education_in_Zimbabwe" title="Education in Zimbabwe">Zimbabwe</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><div style="display: inline-block; line-height: 1.2em; padding: .1em 0;">States with limited<br />recognition</div></th><td class="navbox-list-with-group navbox-list navbox-even hlist wraplinks" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/w/index.php?title=Education_in_the_Sahrawi_Arab_Democratic_Republic&action=edit&redlink=1" class="new" title="Education in the Sahrawi Arab Democratic Republic (page does not exist)">Sahrawi Arab Democratic Republic</a></li> <li><a href="/wiki/Education_in_Somaliland" title="Education in Somaliland">Somaliland</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><div style="display: inline-block; line-height: 1.2em; padding: .1em 0;">Dependencies and<br />other territories</div></th><td class="navbox-list-with-group navbox-list navbox-odd hlist wraplinks" style="width:100%;padding:0"><div style="padding:0 0.25em"><div> <ul><li><a href="/w/index.php?title=Education_in_the_Canary_Islands&action=edit&redlink=1" class="new" title="Education in the Canary Islands (page does not exist)">Canary Islands</a> / <a href="/w/index.php?title=Education_in_Ceuta&action=edit&redlink=1" class="new" title="Education in Ceuta (page does not exist)">Ceuta</a> / <a href="/w/index.php?title=Education_in_Melilla&action=edit&redlink=1" class="new" title="Education in Melilla (page does not exist)">Melilla</a>  <span style="font-size:85%;">(Spain)</span></li> <li><a href="/w/index.php?title=Education_in_Madeira&action=edit&redlink=1" class="new" title="Education in Madeira (page does not exist)">Madeira</a> <span style="font-size:85%;">(Portugal)</span></li> <li><a href="/w/index.php?title=Education_in_Mayotte&action=edit&redlink=1" class="new" title="Education in Mayotte (page does not exist)">Mayotte</a> / <a href="/w/index.php?title=Education_in_R%C3%A9union&action=edit&redlink=1" class="new" title="Education in Réunion (page does not exist)">Réunion</a> <span style="font-size:85%;">(France)</span></li> <li><a href="/wiki/Education_in_Saint_Helena" class="mw-redirect" title="Education in Saint Helena">Saint Helena</a> / <a href="/w/index.php?title=Education_in_Ascension_Island&action=edit&redlink=1" class="new" title="Education in Ascension Island (page does not exist)">Ascension Island</a> / <a href="/wiki/Education_in_Tristan_da_Cunha" class="mw-redirect" title="Education in Tristan da Cunha">Tristan da Cunha</a> <span style="font-size:85%;">(United Kingdom)</span></li></ul> </div></div></td></tr></tbody></table><div> </div><table class="nowraplinks mw-collapsible mw-collapsed navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size:88%;"><div id="Education_in_Asia" style="font-size:114%;margin:0 4em"><a href="/wiki/Education_in_Asia" title="Education in Asia">Education in Asia </a></div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/List_of_sovereign_states" title="List of sovereign states">Sovereign states</a></th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_Afghanistan" title="Education in Afghanistan">Afghanistan</a></li> <li><a href="/wiki/Education_in_Armenia" title="Education in Armenia">Armenia</a></li> <li><a href="/wiki/Education_in_Azerbaijan" title="Education in Azerbaijan">Azerbaijan</a></li> <li><a href="/wiki/Education_in_Bahrain" title="Education in Bahrain">Bahrain</a></li> <li><a href="/wiki/Education_in_Bangladesh" title="Education in Bangladesh">Bangladesh</a></li> <li><a href="/wiki/Education_in_Bhutan" title="Education in Bhutan">Bhutan</a></li> <li><a href="/wiki/Education_in_Brunei" title="Education in Brunei">Brunei</a></li> <li><a href="/wiki/Education_in_Cambodia" title="Education in Cambodia">Cambodia</a></li> <li><a href="/wiki/Education_in_China" title="Education in China">China</a></li> <li><a href="/wiki/Education_in_Cyprus" title="Education in Cyprus">Cyprus</a></li> <li><a href="/wiki/Education_in_East_Timor" class="mw-redirect" title="Education in East Timor">East Timor (Timor-Leste)</a></li> <li><a href="/wiki/Education_in_Egypt" title="Education in Egypt">Egypt</a></li> <li><a href="/wiki/Education_in_Georgia_(country)" title="Education in Georgia (country)">Georgia</a></li> <li><a href="/wiki/Education_in_India" title="Education in India">India</a></li> <li><a href="/wiki/Education_in_Indonesia" title="Education in Indonesia">Indonesia</a></li> <li><a href="/wiki/Education_in_Iran" title="Education in Iran">Iran</a></li> <li><a href="/wiki/Education_in_Iraq" title="Education in Iraq">Iraq</a></li> <li><a href="/wiki/Education_in_Israel" title="Education in Israel">Israel</a></li> <li><a href="/wiki/Education_in_Japan" title="Education in Japan">Japan</a></li> <li><a href="/wiki/Education_in_Jordan" title="Education in Jordan">Jordan</a></li> <li><a href="/wiki/Education_in_Kazakhstan" title="Education in Kazakhstan">Kazakhstan</a></li> <li><a href="/wiki/Education_in_North_Korea" title="Education in North Korea">North Korea</a></li> <li><a href="/wiki/Education_in_South_Korea" title="Education in South Korea">South Korea</a></li> <li><a href="/wiki/Education_in_Kuwait" title="Education in Kuwait">Kuwait</a></li> <li><a href="/wiki/Education_in_Kyrgyzstan" title="Education in Kyrgyzstan">Kyrgyzstan</a></li> <li><a href="/wiki/Education_in_Laos" title="Education in Laos">Laos</a></li> <li><a href="/wiki/Education_in_Lebanon" title="Education in Lebanon">Lebanon</a></li> <li><a href="/wiki/Education_in_Malaysia" title="Education in Malaysia">Malaysia</a></li> <li><a href="/wiki/Education_in_the_Maldives" title="Education in the Maldives">Maldives</a></li> <li><a href="/wiki/Education_in_Mongolia" title="Education in Mongolia">Mongolia</a></li> <li><a href="/wiki/Education_in_Myanmar" title="Education in Myanmar">Myanmar</a></li> <li><a href="/wiki/Education_in_Nepal" title="Education in Nepal">Nepal</a></li> <li><a href="/wiki/Education_in_Oman" title="Education in Oman">Oman</a></li> <li><a href="/wiki/Education_in_Pakistan" title="Education in Pakistan">Pakistan</a></li> <li><a href="/wiki/Education_in_the_Philippines" title="Education in the Philippines">Philippines</a></li> <li><a href="/wiki/Education_in_Qatar" title="Education in Qatar">Qatar</a></li> <li><a href="/wiki/Education_in_Russia" title="Education in Russia">Russia</a></li> <li><a href="/wiki/Education_in_Saudi_Arabia" title="Education in Saudi Arabia">Saudi Arabia</a></li> <li><a href="/wiki/Education_in_Singapore" title="Education in Singapore">Singapore</a></li> <li><a href="/wiki/Education_in_Sri_Lanka" title="Education in Sri Lanka">Sri Lanka</a></li> <li><a href="/wiki/Education_in_Syria" title="Education in Syria">Syria</a></li> <li><a href="/wiki/Education_in_Tajikistan" title="Education in Tajikistan">Tajikistan</a></li> <li><a href="/wiki/Education_in_Thailand" title="Education in Thailand">Thailand</a></li> <li><a href="/wiki/Education_in_Turkey" title="Education in Turkey">Turkey</a></li> <li><a href="/wiki/Education_in_Turkmenistan" title="Education in Turkmenistan">Turkmenistan</a></li> <li><a href="/wiki/Education_in_the_United_Arab_Emirates" title="Education in the United Arab Emirates">United Arab Emirates</a></li> <li><a href="/wiki/Education_in_Uzbekistan" title="Education in Uzbekistan">Uzbekistan</a></li> <li><a href="/wiki/Education_in_Vietnam" title="Education in Vietnam">Vietnam</a></li> <li><a href="/wiki/Education_in_Yemen" title="Education in Yemen">Yemen</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/List_of_states_with_limited_recognition" title="List of states with limited recognition">States with<br />limited recognition</a></th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/w/index.php?title=Education_in_Abkhazia&action=edit&redlink=1" class="new" title="Education in Abkhazia (page does not exist)">Abkhazia</a></li> <li><a href="/wiki/Education_in_Northern_Cyprus" title="Education in Northern Cyprus">Northern Cyprus</a></li> <li><a href="/wiki/Education_in_the_State_of_Palestine" title="Education in the State of Palestine">Palestine</a></li> <li><a href="/w/index.php?title=Education_in_South_Ossetia&action=edit&redlink=1" class="new" title="Education in South Ossetia (page does not exist)">South Ossetia</a></li> <li><a href="/wiki/Education_in_Taiwan" title="Education in Taiwan">Taiwan</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Dependent_territory" title="Dependent territory">Dependencies</a> and<br />other territories</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/w/index.php?title=Education_in_the_British_Indian_Ocean_Territory&action=edit&redlink=1" class="new" title="Education in the British Indian Ocean Territory (page does not exist)">British Indian Ocean Territory</a></li> <li><a href="/w/index.php?title=Education_in_Christmas_Island&action=edit&redlink=1" class="new" title="Education in Christmas Island (page does not exist)">Christmas Island</a></li> <li><a href="/w/index.php?title=Education_in_the_Cocos_(Keeling)_Islands&action=edit&redlink=1" class="new" title="Education in the Cocos (Keeling) Islands (page does not exist)">Cocos (Keeling) Islands</a></li> <li><a href="/wiki/Education_in_Hong_Kong" title="Education in Hong Kong">Hong Kong</a></li> <li><a href="/wiki/Education_in_Macau" title="Education in Macau">Macau</a></li></ul> </div></td></tr><tr><td class="navbox-abovebelow hlist" colspan="2"><div> <ul><li><span class="noviewer" typeof="mw:File"><span title="Category"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/16px-Symbol_category_class.svg.png" decoding="async" width="16" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/23px-Symbol_category_class.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/31px-Symbol_category_class.svg.png 2x" data-file-width="180" data-file-height="185" /></span></span> <a href="/wiki/Category:Asia" title="Category:Asia">Category</a></li> <li><span class="noviewer" typeof="mw:File"><a href="/wiki/File:Symbol_portal_class.svg" class="mw-file-description" title="Portal"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/e/e2/Symbol_portal_class.svg/16px-Symbol_portal_class.svg.png" decoding="async" width="16" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/e/e2/Symbol_portal_class.svg/23px-Symbol_portal_class.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/e/e2/Symbol_portal_class.svg/31px-Symbol_portal_class.svg.png 2x" data-file-width="180" data-file-height="185" /></a></span> <a href="/wiki/Portal:Asia" title="Portal:Asia">Asia portal</a></li></ul> </div></td></tr></tbody></table><div> </div><table class="nowraplinks mw-collapsible mw-collapsed navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size:88%;"><div id="Education_in_Europe" style="font-size:114%;margin:0 4em"><a href="/wiki/Education_in_Europe" class="mw-redirect" title="Education in Europe">Education in Europe </a></div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">Sovereign states</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_Albania" title="Education in Albania">Albania</a></li> <li><a href="/wiki/Education_in_Andorra" class="mw-redirect" title="Education in Andorra">Andorra</a></li> <li><a href="/wiki/Education_in_Armenia" title="Education in Armenia">Armenia</a></li> <li><a href="/wiki/Education_in_Austria" title="Education in Austria">Austria</a></li> <li><a href="/wiki/Education_in_Azerbaijan" title="Education in Azerbaijan">Azerbaijan</a></li> <li><a href="/wiki/Education_in_Belarus" title="Education in Belarus">Belarus</a></li> <li><a href="/wiki/Education_in_Belgium" title="Education in Belgium">Belgium</a></li> <li><a href="/wiki/Education_in_Bosnia_and_Herzegovina" title="Education in Bosnia and Herzegovina">Bosnia and Herzegovina</a></li> <li><a href="/wiki/Education_in_Bulgaria" title="Education in Bulgaria">Bulgaria</a></li> <li><a href="/wiki/Education_in_Croatia" title="Education in Croatia">Croatia</a></li> <li><a href="/wiki/Education_in_Cyprus" title="Education in Cyprus">Cyprus</a></li> <li><a href="/wiki/Education_in_the_Czech_Republic" title="Education in the Czech Republic">Czech Republic</a></li> <li><a href="/wiki/Education_in_Denmark" title="Education in Denmark">Denmark</a></li> <li><a href="/wiki/Education_in_Estonia" title="Education in Estonia">Estonia</a></li> <li><a href="/wiki/Education_in_Finland" title="Education in Finland">Finland</a></li> <li><a href="/wiki/Education_in_France" title="Education in France">France</a></li> <li><a href="/wiki/Education_in_Georgia_(country)" title="Education in Georgia (country)">Georgia</a></li> <li><a href="/wiki/Education_in_Germany" title="Education in Germany">Germany</a></li> <li><a href="/wiki/Education_in_Greece" title="Education in Greece">Greece</a></li> <li><a href="/wiki/Education_in_Hungary" title="Education in Hungary">Hungary</a></li> <li><a href="/wiki/Education_in_Iceland" title="Education in Iceland">Iceland</a></li> <li><a href="/wiki/Education_in_the_Republic_of_Ireland" title="Education in the Republic of Ireland">Ireland</a></li> <li class="mw-empty-elt"></li> <li><a href="/wiki/Education_in_Italy" title="Education in Italy">Italy</a></li> <li><a href="/wiki/Education_in_Kazakhstan" title="Education in Kazakhstan">Kazakhstan</a></li> <li><a href="/wiki/Education_in_Latvia" title="Education in Latvia">Latvia</a></li> <li><a href="/wiki/Education_in_Liechtenstein" title="Education in Liechtenstein">Liechtenstein</a></li> <li><a href="/wiki/Education_in_Lithuania" title="Education in Lithuania">Lithuania</a></li> <li><a href="/wiki/Education_in_Luxembourg" title="Education in Luxembourg">Luxembourg</a></li> <li><a href="/wiki/Education_in_Malta" title="Education in Malta">Malta</a></li> <li><a href="/wiki/Education_in_Moldova" title="Education in Moldova">Moldova</a></li> <li><a href="/wiki/Education_in_Monaco" class="mw-redirect" title="Education in Monaco">Monaco</a></li> <li><a href="/wiki/Education_in_Montenegro" title="Education in Montenegro">Montenegro</a></li> <li><a href="/wiki/Education_in_the_Netherlands" title="Education in the Netherlands">Netherlands</a></li> <li><a href="/wiki/Education_in_North_Macedonia" title="Education in North Macedonia">North Macedonia</a></li> <li><a href="/wiki/Education_in_Norway" title="Education in Norway">Norway</a></li> <li><a href="/wiki/Education_in_Poland" title="Education in Poland">Poland</a></li> <li><a href="/wiki/Education_in_Portugal" title="Education in Portugal">Portugal</a></li> <li><a href="/wiki/Education_in_Romania" title="Education in Romania">Romania</a></li> <li><a href="/wiki/Education_in_Russia" title="Education in Russia">Russia</a></li> <li><a href="/wiki/Education_in_San_Marino" title="Education in San Marino">San Marino</a></li> <li><a href="/wiki/Education_in_Serbia" title="Education in Serbia">Serbia</a></li> <li><a href="/wiki/Education_in_Slovakia" title="Education in Slovakia">Slovakia</a></li> <li><a href="/wiki/Education_in_Slovenia" title="Education in Slovenia">Slovenia</a></li> <li><a href="/wiki/Education_in_Spain" title="Education in Spain">Spain</a></li> <li><a href="/wiki/Education_in_Sweden" title="Education in Sweden">Sweden</a></li> <li><a href="/wiki/Education_in_Switzerland" title="Education in Switzerland">Switzerland</a></li> <li><a href="/wiki/Education_in_Turkey" title="Education in Turkey">Turkey</a></li> <li><a href="/wiki/Education_in_Ukraine" title="Education in Ukraine">Ukraine</a></li> <li><a href="/wiki/Education_in_the_United_Kingdom" title="Education in the United Kingdom">United Kingdom</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">States with limited<br />recognition</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/w/index.php?title=Education_in_Abkhazia&action=edit&redlink=1" class="new" title="Education in Abkhazia (page does not exist)">Abkhazia</a></li> <li><a href="/wiki/Education_in_Kosovo" title="Education in Kosovo">Kosovo</a></li> <li><a href="/wiki/Education_in_Northern_Cyprus" title="Education in Northern Cyprus">Northern Cyprus</a></li> <li><a href="/w/index.php?title=Education_in_South_Ossetia&action=edit&redlink=1" class="new" title="Education in South Ossetia (page does not exist)">South Ossetia</a></li> <li><a href="/w/index.php?title=Education_in_Transnistria&action=edit&redlink=1" class="new" title="Education in Transnistria (page does not exist)">Transnistria</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Dependencies and<br />other entities</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_%C3%85land" title="Education in Åland">Åland</a></li> <li><a href="/wiki/Education_in_the_Faroe_Islands" title="Education in the Faroe Islands">Faroe Islands</a></li> <li><a href="/wiki/Education_in_Gibraltar" title="Education in Gibraltar">Gibraltar</a></li> <li><a href="/wiki/Education_in_Guernsey" title="Education in Guernsey">Guernsey</a></li> <li><a href="/wiki/Education_in_the_Isle_of_Man" title="Education in the Isle of Man">Isle of Man</a></li> <li><a href="/wiki/Education_in_Jersey" title="Education in Jersey">Jersey</a></li> <li><a href="/w/index.php?title=Education_in_Svalbard&action=edit&redlink=1" class="new" title="Education in Svalbard (page does not exist)">Svalbard</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Other entities</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_the_European_Union" class="mw-redirect" title="Education in the European Union">European Union</a></li></ul> </div></td></tr></tbody></table><div> </div><table class="nowraplinks mw-collapsible mw-collapsed navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size:88%;"><div id="Education_in_North_America" style="font-size:114%;margin:0 4em">Education in North America</div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">Sovereign states</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_Antigua_and_Barbuda" title="Education in Antigua and Barbuda">Antigua and Barbuda</a></li> <li><a href="/wiki/Education_in_the_Bahamas" title="Education in the Bahamas">Bahamas</a></li> <li><a href="/wiki/Education_in_Barbados" title="Education in Barbados">Barbados</a></li> <li><a href="/wiki/Education_in_Belize" title="Education in Belize">Belize</a></li> <li><a href="/wiki/Education_in_Canada" title="Education in Canada">Canada</a></li> <li><a href="/wiki/Education_in_Costa_Rica" title="Education in Costa Rica">Costa Rica</a></li> <li><a href="/wiki/Education_in_Cuba" title="Education in Cuba">Cuba</a></li> <li><a href="/wiki/Education_in_Dominica" title="Education in Dominica">Dominica</a></li> <li><a href="/wiki/Education_in_the_Dominican_Republic" title="Education in the Dominican Republic">Dominican Republic</a></li> <li><a href="/wiki/Education_in_El_Salvador" title="Education in El Salvador">El Salvador</a></li> <li><a href="/wiki/Education_in_Grenada" title="Education in Grenada">Grenada</a></li> <li><a href="/wiki/Education_in_Guatemala" title="Education in Guatemala">Guatemala</a></li> <li><a href="/wiki/Education_in_Haiti" title="Education in Haiti">Haiti</a></li> <li><a href="/wiki/Education_in_Honduras" title="Education in Honduras">Honduras</a></li> <li><a href="/wiki/Education_in_Jamaica" title="Education in Jamaica">Jamaica</a></li> <li><a href="/wiki/Education_in_Mexico" title="Education in Mexico">Mexico</a></li> <li><a href="/wiki/Education_in_Nicaragua" title="Education in Nicaragua">Nicaragua</a></li> <li><a href="/wiki/Education_in_Panama" title="Education in Panama">Panama</a></li> <li><a href="/wiki/Education_in_Saint_Kitts_and_Nevis" title="Education in Saint Kitts and Nevis">Saint Kitts and Nevis</a></li> <li><a href="/wiki/Education_in_Saint_Lucia" title="Education in Saint Lucia">Saint Lucia</a></li> <li><a href="/wiki/Education_in_Saint_Vincent_and_the_Grenadines" title="Education in Saint Vincent and the Grenadines">Saint Vincent and the Grenadines</a></li> <li><a href="/wiki/Education_in_Trinidad_and_Tobago" title="Education in Trinidad and Tobago">Trinidad and Tobago</a></li> <li><a href="/wiki/Education_in_the_United_States" title="Education in the United States">United States</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><div style="display: inline-block; line-height: 1.2em; padding: .1em 0;">Dependencies and<br />other territories</div></th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_Anguilla" title="Education in Anguilla">Anguilla</a></li> <li><a href="/wiki/Education_in_Aruba" class="mw-redirect" title="Education in Aruba">Aruba</a></li> <li><a href="/wiki/Education_in_Bermuda" class="mw-redirect" title="Education in Bermuda">Bermuda</a></li> <li><a href="/w/index.php?title=Education_in_Bonaire&action=edit&redlink=1" class="new" title="Education in Bonaire (page does not exist)">Bonaire</a></li> <li><a href="/wiki/Education_in_the_British_Virgin_Islands" title="Education in the British Virgin Islands">British Virgin Islands</a></li> <li><a href="/wiki/Education_in_the_Cayman_Islands" title="Education in the Cayman Islands">Cayman Islands</a></li> <li><a href="/w/index.php?title=Education_in_Cura%C3%A7ao&action=edit&redlink=1" class="new" title="Education in Curaçao (page does not exist)">Curaçao</a></li> <li><a href="/wiki/Education_in_Greenland" title="Education in Greenland">Greenland</a></li> <li><a href="/wiki/Education_in_Guadeloupe" class="mw-redirect" title="Education in Guadeloupe">Guadeloupe</a></li> <li><a href="/w/index.php?title=Education_in_Martinique&action=edit&redlink=1" class="new" title="Education in Martinique (page does not exist)">Martinique</a></li> <li><a href="/wiki/Education_in_Montserrat" title="Education in Montserrat">Montserrat</a></li> <li><a href="/wiki/Education_in_Puerto_Rico" title="Education in Puerto Rico">Puerto Rico</a></li> <li><a href="/w/index.php?title=Education_in_Saint_Barth%C3%A9lemy&action=edit&redlink=1" class="new" title="Education in Saint Barthélemy (page does not exist)">Saint Barthélemy</a></li> <li><a href="/w/index.php?title=Education_in_the_Collectivity_of_Saint_Martin&action=edit&redlink=1" class="new" title="Education in the Collectivity of Saint Martin (page does not exist)">Saint Martin</a></li> <li><a href="/w/index.php?title=Education_in_Saint_Pierre_and_Miquelon&action=edit&redlink=1" class="new" title="Education in Saint Pierre and Miquelon (page does not exist)">Saint Pierre and Miquelon</a></li> <li><a href="/w/index.php?title=Education_in_Saba_(island)&action=edit&redlink=1" class="new" title="Education in Saba (island) (page does not exist)">Saba</a></li> <li><a href="/w/index.php?title=Education_in_Sint_Eustatius&action=edit&redlink=1" class="new" title="Education in Sint Eustatius (page does not exist)">Sint Eustatius</a></li> <li><a href="/w/index.php?title=Education_in_Sint_Maarten&action=edit&redlink=1" class="new" title="Education in Sint Maarten (page does not exist)">Sint Maarten</a></li> <li><a href="/wiki/Education_in_the_Turks_and_Caicos_Islands" class="mw-redirect" title="Education in the Turks and Caicos Islands">Turks and Caicos Islands</a></li> <li><a href="/wiki/Education_in_the_United_States_Virgin_Islands" class="mw-redirect" title="Education in the United States Virgin Islands">United States Virgin Islands</a></li></ul> </div></td></tr></tbody></table><div> </div><table class="nowraplinks mw-collapsible mw-collapsed navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size:88%;"><div id="Education_in_Oceania" style="font-size:114%;margin:0 4em">Education in Oceania</div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">Sovereign states</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_Australia" title="Education in Australia">Australia</a></li> <li><a href="/wiki/Education_in_the_Federated_States_of_Micronesia" title="Education in the Federated States of Micronesia">Federated States of Micronesia</a></li> <li><a href="/wiki/Education_in_Fiji" title="Education in Fiji">Fiji</a></li> <li><a href="/wiki/Education_in_Kiribati" title="Education in Kiribati">Kiribati</a></li> <li><a href="/wiki/Education_in_the_Marshall_Islands" class="mw-redirect" title="Education in the Marshall Islands">Marshall Islands</a></li> <li><a href="/wiki/Education_in_Nauru" title="Education in Nauru">Nauru</a></li> <li><a href="/wiki/Education_in_New_Zealand" title="Education in New Zealand">New Zealand</a></li> <li><a href="/wiki/Education_in_Palau" class="mw-redirect" title="Education in Palau">Palau</a></li> <li><a href="/wiki/Education_in_Papua_New_Guinea" title="Education in Papua New Guinea">Papua New Guinea</a></li> <li><a href="/wiki/Education_in_Samoa" class="mw-redirect" title="Education in Samoa">Samoa</a></li> <li><a href="/w/index.php?title=Education_in_Solomon_Islands&action=edit&redlink=1" class="new" title="Education in Solomon Islands (page does not exist)">Solomon Islands</a></li> <li><a href="/wiki/Education_in_Tonga" title="Education in Tonga">Tonga</a></li> <li><a href="/wiki/Education_in_Tuvalu" class="mw-redirect" title="Education in Tuvalu">Tuvalu</a></li> <li><a href="/wiki/Education_in_Vanuatu" class="mw-redirect" title="Education in Vanuatu">Vanuatu</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Associated states<br />of New Zealand</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_the_Cook_Islands" title="Education in the Cook Islands">Cook Islands</a></li> <li><a href="/wiki/Education_in_Niue" title="Education in Niue">Niue</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Dependencies<br />and other territories</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_American_Samoa" class="mw-redirect" title="Education in American Samoa">American Samoa</a></li> <li><a href="/w/index.php?title=Education_in_Christmas_Island&action=edit&redlink=1" class="new" title="Education in Christmas Island (page does not exist)">Christmas Island</a></li> <li><a href="/w/index.php?title=Education_in_the_Cocos_(Keeling)_Islands&action=edit&redlink=1" class="new" title="Education in the Cocos (Keeling) Islands (page does not exist)">Cocos (Keeling) Islands</a></li> <li><a href="/w/index.php?title=Education_in_Easter_Island&action=edit&redlink=1" class="new" title="Education in Easter Island (page does not exist)">Easter Island</a></li> <li><a href="/wiki/Education_in_French_Polynesia" class="mw-redirect" title="Education in French Polynesia">French Polynesia</a></li> <li><a href="/wiki/Education_in_Guam" class="mw-redirect" title="Education in Guam">Guam</a></li> <li><a href="/wiki/Education_in_Hawaii" class="mw-redirect" title="Education in Hawaii">Hawaii</a></li> <li><a href="/w/index.php?title=Education_in_New_Caledonia&action=edit&redlink=1" class="new" title="Education in New Caledonia (page does not exist)">New Caledonia</a></li> <li><a href="/w/index.php?title=Education_in_Norfolk_Island&action=edit&redlink=1" class="new" title="Education in Norfolk Island (page does not exist)">Norfolk Island</a></li> <li><a href="/wiki/Education_in_the_Northern_Mariana_Islands" title="Education in the Northern Mariana Islands">Northern Mariana Islands</a></li> <li><a href="/wiki/Education_in_the_Pitcairn_Islands" class="mw-redirect" title="Education in the Pitcairn Islands">Pitcairn Islands</a></li> <li><a href="/wiki/Education_in_Tokelau" title="Education in Tokelau">Tokelau</a></li> <li><a href="/w/index.php?title=Education_in_Wallis_and_Futuna&action=edit&redlink=1" class="new" title="Education in Wallis and Futuna (page does not exist)">Wallis and Futuna</a></li></ul> </div></td></tr></tbody></table><div> </div><table class="nowraplinks mw-collapsible mw-collapsed navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="col" class="navbox-title" colspan="2" style="font-size:88%;"><div id="Education_in_South_America" style="font-size:114%;margin:0 4em">Education in South America</div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/List_of_sovereign_states" title="List of sovereign states">Sovereign states</a></th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Education_in_Argentina" title="Education in Argentina">Argentina</a></li> <li><a href="/wiki/Education_in_Bolivia" title="Education in Bolivia">Bolivia</a></li> <li><a href="/wiki/Education_in_Brazil" title="Education in Brazil">Brazil</a></li> <li><a href="/wiki/Education_in_Chile" title="Education in Chile">Chile</a></li> <li><a href="/wiki/Education_in_Colombia" title="Education in Colombia">Colombia</a></li> <li><a href="/wiki/Education_in_Ecuador" title="Education in Ecuador">Ecuador</a></li> <li><a href="/wiki/Education_in_Guyana" title="Education in Guyana">Guyana</a></li> <li><a href="/wiki/Education_in_Paraguay" title="Education in Paraguay">Paraguay</a></li> <li><a href="/wiki/Education_in_Peru" title="Education in Peru">Peru</a></li> <li><a href="/wiki/Education_in_Suriname" title="Education in Suriname">Suriname</a></li> <li><a href="/wiki/Education_in_Uruguay" title="Education in Uruguay">Uruguay</a></li> <li><a href="/wiki/Education_in_Venezuela" title="Education in Venezuela">Venezuela</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><div style="display: inline-block; line-height: 1.2em; padding: .1em 0;"><a href="/wiki/Dependent_territory" title="Dependent territory">Dependencies</a> and<br />other territories</div></th><td class="navbox-list-with-group 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