Summary of Report
The Templeton National Report on Acceleration titled A Nation Deceived: How Schools Hold Back America’s Brightest Students discusses current issues with the education system in the United States. This report also argues for systematic changes to be made that benefits children and adolescents of all developmental levels, specifically those that are academically gifted. Three authors, with educational career backgrounds, contributed to this report and recognize that students, regardless of gender, socio-economic status, and ethnicity, are ready to accelerate in the classroom but are often hindered due to a “one size fits all” model (Colangelo, Assouline, & Gross, 2004). With each issue discussed, suggested interventions are …show more content…
Swiatek & Benbow (1991), designed a study to address many of the concerns regarding the accuracy of past experiments and the data collected to compare academically advanced students to non-advanced students by conducting a ten year longitudinal investigation into the issue. The study focuses on two primary academic concerns related to acceleration: burn out and poor retention. The investigation found that addressing the issue of burn out was a cumbersome task because it required the integration of several points of view (Swiatek & Benbow, 1991). Ultimately, the researchers concluded that the risk of burn out for the student is countered by the greater risk of underachievement due to boredom (Swiatek & Benbow, 1991). Underachievement can lead to adjustment difficulties such as social withdrawal and lack of self-discipline (Swiatek & Benbow, 1991). This type of environment can be harmful to the student as well as the other students in the classroom. For counseling professionals, it is important to recognize these types of issues in clients in order to promote beneficence and autonomy and to better advocate for education that is academically …show more content…
Of the participants, 75% male and 81% female were pursuing educational careers beyond a bachelor’s degree and within this group, 56% were aspiring towards doctoral degrees (Lubinski et al., 2001). However, the study also found that identifying gifted students by adolescence is not enough to predict future academic accomplishments (Lubinski et al., 2001). It is recommended to use multiple specific-ability assessments when evaluating students to allow for appropriate planning of educational and career goals (Lubinski et al., 2001). Specific measures have shown to be of significance when identifying academically talented students, including mathematical and verbal reasoning abilities with special consideration to the strength of one to the other (Lubinski et al., 2001). The ability of professionals working with children and adolescents to accurately identify academically advanced students is a critical component to the effectiveness of acceleration
The Templeton National Report on Acceleration titled A Nation Deceived: How Schools Hold Back America’s Brightest Students discusses current issues with the education system in the United States. This report also argues for systematic changes to be made that benefits children and adolescents of all developmental levels, specifically those that are academically gifted. Three authors, with educational career backgrounds, contributed to this report and recognize that students, regardless of gender, socio-economic status, and ethnicity, are ready to accelerate in the classroom but are often hindered due to a “one size fits all” model (Colangelo, Assouline, & Gross, 2004). With each issue discussed, suggested interventions are …show more content…
Swiatek & Benbow (1991), designed a study to address many of the concerns regarding the accuracy of past experiments and the data collected to compare academically advanced students to non-advanced students by conducting a ten year longitudinal investigation into the issue. The study focuses on two primary academic concerns related to acceleration: burn out and poor retention. The investigation found that addressing the issue of burn out was a cumbersome task because it required the integration of several points of view (Swiatek & Benbow, 1991). Ultimately, the researchers concluded that the risk of burn out for the student is countered by the greater risk of underachievement due to boredom (Swiatek & Benbow, 1991). Underachievement can lead to adjustment difficulties such as social withdrawal and lack of self-discipline (Swiatek & Benbow, 1991). This type of environment can be harmful to the student as well as the other students in the classroom. For counseling professionals, it is important to recognize these types of issues in clients in order to promote beneficence and autonomy and to better advocate for education that is academically …show more content…
Of the participants, 75% male and 81% female were pursuing educational careers beyond a bachelor’s degree and within this group, 56% were aspiring towards doctoral degrees (Lubinski et al., 2001). However, the study also found that identifying gifted students by adolescence is not enough to predict future academic accomplishments (Lubinski et al., 2001). It is recommended to use multiple specific-ability assessments when evaluating students to allow for appropriate planning of educational and career goals (Lubinski et al., 2001). Specific measures have shown to be of significance when identifying academically talented students, including mathematical and verbal reasoning abilities with special consideration to the strength of one to the other (Lubinski et al., 2001). The ability of professionals working with children and adolescents to accurately identify academically advanced students is a critical component to the effectiveness of acceleration