The Talent Search model can determine the level of content a student needs to be challenged & pace of instruction – was originated by Dr. Julian Stanley at Johns Hopkins in the 70s. (Corwith, PHP 09/19, NAGC) Talent Search begins with above level testing, assesses abilities as compared to intellectual peers, and finally offers educational opportunities to students beyond what they may have at their local schools. They are research-based assessments that provide an early indication of intellectual ability of students with exceptional mathematical &/or verbal reasoning abilities that can aid in the determination of educational placement.
Talent Search centers are located around the U.S. (as well as in Europe and other countries with slightly different requirements) including Center for Talented Youth (CTY) at Johns Hopkins University, Talent Identification Program (Duke TIP) at Duke University, Center for Talent Development at Northwestern University, Belin-Blank Exceptional Student Talent Search at the University of Iowa, and the Center for Bright Kids, Western Academic Talent Search at the University of Denver. Centers offer above level testing at various times throughout the year for grades 3 to 9 and most offer summer, weekend and online education programs for qualifying students.
Why test above grade-level? Above grade-level assessments compare students with their intellectual peers rather than age or grade peers. Talent Searches are able to provide schools (with permission) and families with information pertinent to individualized education plans. Although different centers use different tests (SAT, ACT, PSAT), the inclusion of sub-tests can help facilitate choosing coursework, college majors, and even career choice.
Talent Searches provide an overall view of a highly-able student’s abilities often missed by standardized testing which can inform educational decisions for both at school and out of school opportunities. Students who qualify are offered placement in prestigious programs offered through the sponsoring universities & gain access to scholarship opportunities. Top scoring participants are invited to regional Recognition Ceremonies. Participating in a Talent Search assessment also provides students the opportunity of experiencing above-level testing.
Talent Search assessments can provide schools (with parental permission) with pertinent data on a student’s abilities that many schools may not be able to obtain due to budgetary restrictions. Schools can determine the need for acceleration, placement in gifted programs, or match students to available programming. Since a Talent Search benchmarks student performance against other high-ability same age/grade peers, schools have context on student learning and growth. (Corwith, PHP 09/19, NAGC)
Each Talent Search center (U.S.) has a website and most cover a specific geographic area. Other universities have Talent Searches which are referenced below. A good source for information on Talent Searches is NAGC or your state gifted organization. In Europe, parents can find information on the European Talent Support Network In Ireland, parents can go to CTY Ireland . A transcript of this chat can be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
Talent Search (pdf)
Alternative Assessments with Gifted and Talented Students (affiliate link) via @prufrockpress
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Graphic courtesy of Lisa Conrad.
Academic acceleration is a cost-effective way to meet many of the needs of gifted students across the spectrum which is hampered only by myths debunked long ago. It is, however, only as good as its implementation. A well-researched educational plan that is responsive to individual student needs can make all the difference in success or failure for the student.
With all the research in existence, why do some educators/admins still balk at acceleration? It only takes one poorly executed attempt at acceleration for a single student to influence school administrations for decades thereafter in a school district. Unfortunately, too often decision makers do not take the time to review the research involving academic acceleration. Outdated information propagated at the undergraduate level is rarely challenged.
Pertinent information that should be included in consideration of acceleration is test scores, psychological evaluations, and teacher and parent observations. An often forgotten part of acceleration is taking into consideration how the student feels about acceleration and the possible effects on the family. If a child does not want to be accelerated, it probably won’t work.
Every school district should have a policy on acceleration. This will ensure that the process is equally applied to all students; everyone is aware of the option to accelerate; and provides guidelines for the process. Administrators should take a deep dive into all the avenues of acceleration and make the information available to their faculty and parents to aid in the decision-making process and to provide adequate resources.
For most GT students, the earlier the acceleration; the easier it is to minimize knowledge gaps. Most students being considered for acceleration are generally identified as to having above-grade level abilities. For older GT students, knowledge gaps can be addressed by such avenues as summer school, tutoring, online classes, the use of mentors, or independent study.
Parents who want to support the acceleration process need to keep open lines of communication with school administrators and those teachers who will be directly involved with their child’s program. They should take the time to talk to their GT child about all the facets of acceleration as well as other family members who may be affected by the child’s acceleration. It’s always better to work through the issues beforehand. A transcript of this chat may be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: email@example.com
A Nation Empowered Vols. 1 & 2 (Free Download)
LesLinks: Acceleration (LiveBinders)
Graphic courtesy of Lisa Conrad