The Cost of Raising Gifted Kids

Assessments and testing mark the beginning of the journey for many parents of GT kids. It’s important to understand the difference between the two and which is necessary for their child. Testing is generally regarded to determine intellectual ability and many schools (but, not all) do school-wide testing in 2^nd or 3^rd grade. These results are usually used to decide entrance to GT programs. Assessments are far more wide-ranging and are usually done privately at the parents’ expense. They are rarely covered by insurance and may include travel expenses as well as professional fees.

Parents of GT students experience many extraordinary financial costs beginning with assessments followed by expenses for enrichment such as special classes, academic camps, or summer programs. Extraordinarily talented students may require tutors, mentors, and coaches which can be expensive. Families who choose private schools have tuition and travel costs or homeschool have curriculum, books, and tech costs as well as loss of income of the parent providing instruction.

One of the first unexpected costs associated with higher education is the availability of financial aid or lack thereof; it’s not automatic and there are lots of smart kids competing for aid (hint: check the school’s endowment funds). The cost of college visits – finding the right ‘fit’ – can strain a family’s budget. Virtual visits and online research beforehand may help. For accelerated students or Early College entrants, there may be fewer merit scholarships (if college transfers) and fewer work-study opportunities due to the student’s age.

One of the hidden costs of raising gifted kids is the extraordinary amount of time required to engage inquisitive minds and precocious interests. Parents of gifted kids often spend extensive amounts of time learning about and advocating for an appropriate education for their child – meetings with school personnel, forming parent groups, and locating resources. Time required for travel to extracurricular activities or alternative education options, time away from work for parents, and time to attend conferences can be overwhelming.

The social-emotional costs of raising a gifted child can also affect family budgets. Mental health care and counseling can become a real financial burden. Social costs come into play when parents seek to provide and nurture friendships for their child who may be experiencing asynchronous development. A less often discussed cost for GT students is the emotional costs of bullying by other students and unfortunately by some adults. This can lead to lifelong issues for many.

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 1AM GMT 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.

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: gtchatmod@gmail.com

Resources:

An Accelerated Journey | Gifted Parenting Support

A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students

Mary Baldwin University Early College

Mary Baldwin University Program for the Exceptionally Gifted (PEG)

The Gifted Parenting Journey: A Guide to Self-Discovery and Support for Families of Gifted Children | Dr. Gail Post

A Parent’s Perspective on the Young Scholars Program and Raising a Gifted Student | Davidson Gifted

What Most Parents of Gifted Children Wish They had Known about College Planning | Davidson Gifted

The Financial Impact of Homeschooling Your Child

Raising Gifted Kids? Some Strategies You Should Know

Raising a Profoundly Gifted Child What is it really like to parent a profoundly gifted child?

It Pays to Have a Smart Child, but It Can Cost, Too | New York Times

The Hidden Costs of Having a Gifted Child | Smithsonian Magazine

Why You Don’t Want Your Child to Be a Genius | BBC Worklife

How to Afford a Gifted Child

High Costs of Raising Gifted Children

CTY Online Programs Course Tuition and Fees–Academic Year 2022-2023

CTY Summer On Campus Tuition 2023

Summit Center FAQs

Belin-Blank Center Assessment and Counseling Clinic (pdf)

Toddler IQ tests: Should you have your child tested?

How Much Does an IQ Test Cost? Understanding the Price Tag of Intelligence

Gifted Development Center: Assessment

New is Good: Novelty is Essential to Keeping Bright Learners Engaged this Summer

Disclaimer: All links in this post are for informational purposes only and are not intended as a recommendation.

Graphic courtesy of Lisa Conrad

Digital Transformation Trends and Gifted Education

Finding Quality PD in Gifted Education

There are multiple reasons educators (both GT & gen. ed.) should seek PD in gifted education. In states where certification is required, it may be mandated. Very few undergraduate teaching programs offer coursework in gifted education. PD provided insights into GT students’ needs, vital advocacy tools, and strategies in the field. GT students benefit from being taught by educators who are prepared to meet their unique learning and social-emotional needs.

In 2021, the WCGTC released Global Principles for Professional Learning developed by a committee of international scholars. A link to this work is provided in this chat. Quality PD in gifted education should be evidence-based, have tiered content, address the whole child, and take into consideration equity in gifted programming. When seeking PD, educators should look for offerings which are comprehensive, ongoing, sustainable, consider school-wide initiatives, and be empowering.

PD in gifted education provides information specific to gifted learners and their needs. It can increase awareness of the most recent local requirements and state laws regarding its implementation. Gifted education PD advances knowledge in the field which benefits GT students in gifted programs as well as the general ed. classroom. It combats myths and negative attitudes about gifted students.

In recent years, gifted organizations have expanded their options by offering specialized conferences in addition to annual conferences; such as, ones concerning leadership and twice-exceptional students. Often, conference attendees can network with presenters and keynotes to learn about additional opportunities throughout the year available to LEAs. Many education professionals offer PD in gifted education both in-person and online. This has increased opportunities and reduced costs.

International, national, and state gifted organizations are excellent sources of PD. Many organizations offer Speaker Bureaus, online options (webinars, Zoom), and annual or biannual conferences (in person and online). Educators can find quality PD by forming and participating in PLNs and book studies, joining professional organizations, and accessing research-based materials. Last, but not least, Twitter educational chats can also provide PD with topic specific resources and a way to network with colleagues, authors, and professionals.

A transcript of this chat can be found at Wakelet.

Resources:

Best Practices for Professional Development A Coordinator’s Guide (pdf) | TAGT

Global Principles for Professional Learning in Gifted Education (pdf) | WCGTC

Global Principles for Professional Learning in Gifted Education (YouTube 1:02) | WCGTC

Best Practices in Professional Learning and Teacher Preparation: Methods and Strategies for Gifted Professional Development: Vol. 1 1st Edition (book)

Best Practices in Professional Learning and Teacher Preparation: Special Topics for Gifted Professional Development: Vol. 2 1st Edition (book)

Best Practices in Professional Learning and Teacher Preparation: Professional Development for Teachers of the Gifted in the Content Areas: Vol. 3 1st Edition (book)

Professional Learning | NAGC

Professional Development for Teachers of Gifted Education in Hong Kong: Instrument Validation and Training Effectiveness | International Journal of Environmental Research and Public Health

The Influence of Professional Development in Gifted Education on the Frequency of Instructional Practices | Australian Educational Researcher

Professional Development for Gifted Education | Colorado Department of Education

What’s in Your Gifted Education Online Teacher Professional Development? Incorporating Theory- and Practice-Based Elements of Instructional Learning Design (pdf) | University of Richmond

Case Study: Exploring Inservice Teachers’ Perceptions and Experiences of the Effectiveness of Gifted Preparation and Training Programs in Saudi Arabia (pdf, theses) | University of Arkansas

TCEA: Understanding and Teaching Gifted Learners (TX)

Why You Should Pursue a Gifted Education Endorsement or Certification

TEA: G/T Professional Learning FAQs (TX) | Region 4 Education Service Center

Best Practice for Professional Development A Coordinator’s Guide (pdf) | TAGT

Teacher Training Courses | edX

Coaching in Gifted Education: Tools for Building Capacity and Catalyzing Change 1st Edition (book)

Graphic courtesy of Lisa Conrad

Components of an Effective Gifted Program

How did the Pandemic change how schools approach gifted programs? Although some schools used the Pandemic as an excuse to eliminate gifted programming citing lack of resources and staff, many others found ways to improve how they approach gifted students’ education. After analyzing test scores, student progress, and student interviews, it was found that many GT students thrived during the Pandemic. Flexible, student-centered online learning provided students more time for passion projects and in-depth study of personal interests. Schools have realized the valuable role technology can play in gifted education through virtual campus-wide grouping, field trips, expert speakers, and increased student communication via message boards, Zoom meetings, Google Classroom, and discussion forums.

Effective gifted programs begin with strategic planning using research-based, best practices to build an action plan with strategies to implement goals. Identification through universal testing, local norms, and/or portfolios should match students to services. Quality programs will provide outlets for academically, creatively, and socially gifted students which allow them to excel in areas of talent. Assessments should go beyond traditional grading and seek constructive, written student feedback. GT students should have an opportunity to participate in service learning to gain hand-on experience, to increase interpersonal skills, and to improve self-confidence. This can often be instituted via individualized educational plans.

Program objectives should include time for students to be with intellectual peers, allow them to experience group work, be provided with unique learning experiences, and have access to skills development commensurate with their personal needs. Effective programs include advanced classes; potential for acceleration when warranted; enrichment; and independent, research projects. NAGC programming standards can provide a good basis for effective programs including Assessments, Curriculum and Instruction, Professional Development, Classroom Environment, and Programs.

Most schools provide a modicum of services at the elementary level only to abandon gifted programming at the secondary level. Many consider offering only AP classes as sufficient for advanced students. All students deserve to be challenged in school on a daily basis K-12. GT students do not become ‘ungifted’ in middle and high school. A continuum of services is essential for these students to explore and reach their potential. Gifted programming at the secondary level can include project-based learning, book clubs, Socratic Seminars, mentorships, job shadowing, and independent study; to name just a few.

When should schools consider recalibrating their gifted program? Gifted programs, developed as a continuum of services in response to students’ needs, should be reviewed as part of an ongoing process to insure program goals are being met. The process should be transparent and involve all stakeholders. When deciding if recalibration is necessary, observable outcomes should be compared to outcome goals and expected student achievement levels. Gifted programs should maintain alignment with your district’s strategic plan and mission statement. Ongoing professional development for faculty and staff can greatly improve the quality of program reviews.

What should parents know about gifted programs? What parents should know, but often don’t, is that there is no national (US) gifted education policy. Decisions related to gifted education are relinquished to state and local authorities. Parents have a lot more influence than they may think at first. It’s important to know state law and local school policies. How schools identify gifted students is critical to understand how they educate them. Parents are vital stakeholders in gifted education.

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/1AM 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 Meta Page provides information on the chat and news and information regarding the gifted community.

Resources:

5 Components to Look for In a Quality Gifted Program

PA: Gifted Education Guidelines (pdf) | PA Department of Education

Best Practices in Gifted Programming (pdf) | Arlington Public Schools (VA)

High-Potential Students Thrive when School Districts Develop Sustainable Gifted Services

Gifted and Talented Best Practices Guidelines: Program Evaluation | SC Department of Education

Rules, Regulations and Policies for Gifted Education | OH Department of Education

Professional Development for Teachers of Gifted Education in Hong Kong: Instrument Validation and Training Effectiveness | International Journal of Environmental Research and Public Health

Gifted and Talented Programs: What Parents Should Know

Evaluating Your Gifted Program: Why? What? How? (pdf)

Gifted Education (pdf) | Most Policy Initiative

Gifted Education Program Options