Using a case study approach, we explored the science and math classroom experiences of urban high school students. Our purposeful sample included 11 high-achieving students (mostly minoritized students) who graduated from the same school and participated in an out-of-school science and medicine/health program. Using 35 semistructured interviews…

The purpose of this Methodological Brief is to present a brief primer on logistic regression, a commonly used technique when modeling dichotomous outcomes. Using data from the National Education Longitudinal Study of 1988 (NELS:88), logistic regression techniques were used to investigate student-level variables in eighth grade (i.e., enrolled in a…

High-potential students from underresourced rural schools face barriers that reduce options for academic advancement, which widens the excellence gap between them and their more affluent, but similar ability peers. The goal of this study was to investigate the effectiveness of an expanded above-level testing model to identify high-potential rural…

Friendships serve as a source of support and as a context for developing social competence. Although advanced coursework may provide a unique context for the development of friendships, more research is needed to explore exactly what differences exist. Using the National Longitudinal Study of Adolescent Health and the Adolescent Health and…

Academic self-concept predicts students' future goals and is affected by a student's relative success compared with his or her peer group. This exploratory study used structural equation modeling to examine the contributions of the perceived level of difficulty of the curriculum, in addition to the contributions of social comparison and…

Twice-exceptional students, those who have disabilities and display areas of gifts or talents, frequently spend their high school years with a focus on their disabilities. Using semistructured interviews, this study explores the perceptions of parents, teachers, and guidance counselors regarding participation of twice-exceptional students in…

Is it a myth that Advanced Placement (AP) is an adequate program for gifted students? AP is so covered with myths and assumptions that it is hard to get a clear view of the issues. In this article, the author finds the answer about AP by looking at current realties. First, AP is hard for gifted students to avoid. Second, AP never was a program…

The purpose of the study was to identify school- and district-level variables that relate to advanced academic achievement, as defined by the ratio of number of scores of 3, 4, or 5 on Advanced Placement exams to school enrollment. The study initially included 46 variables for 339 public high schools in one Midwestern state. Hierarchical linear…

The author suggests that acceleration is often more appropriate than enrichment for intellectually brilliant students, particularly in the area of mathematics. (DB)

Students (n=570, aged 12-16) who attended university-sponsored science and mathematics summer classes reported on their subsequent status at their regular schools pertaining to credit and placement issues. Advanced placement was given more often than credit, although in most cases both were awarded, particularly for high school level coursework.…

This report details results of providing gifted and talented middle school and early high school students with computer-based advanced placement courses in mathematics and physics. Three such groups in the Education Program for Gifted Youth at Stanford University (California) were followed. Results support acceleration for such students and the…

This study of 905 academically talented students (ages 12-16) who completed a 1-year course in high school biology, chemistry, or physics in a 3-week summer program found that the fast-paced courses effectively prepared subjects to accelerate in science and that talented students could begin high school sciences earlier than generally allowed.…

This article traces the origin and development of special educational opportunities offered to students who are exceptionally able in mathematics, focusing on the Study of Mathematically Precocious Youth at Johns Hopkins University and the Center for the Advancement of Academically Talented Youth. (Author/JDD)