This article reviews recent efforts to implement the William & Mary English Language Arts (ELA) curriculum within the Paradise Valley Unified School District gifted programs. The programs include self-contained gifted, as well as content replacement programs in Title 1 and Non-Title 1 schools. Each delivery model modified the constructs of the…

Establishing a collaborative partnership takes a willingness to see the benefits despite the obstacles. Understanding how the partnership will impact each of the involved stakeholders is paramount to being able to foresee the possible issues. In the case of the College of William & Mary and Paradise Valley Unified Schools, challenges of time,…

The authors describe a survey of graduates of a high school program for the academically gifted and argue that such data, both qualitative and quantitative, can add an important element to the evaluation of a program--in this case, a regional Governor's School--especially by using a Comparison group of high-achieving graduates of the same systems'…

In this column the author discusses several major works that came out in the 50-year period from the 1920s to the 1960s, as well as real-world examples that show that differentiated curriculum works and can make a difference in the lives of gifted learners. In the 1920s, Leta Hollingworth's work advocated a specialized curriculum for gifted…

Social, physical, emotional, and cognitive developmental rates for gifted children do not correspond to each other and--except for physical development--do not necessarily correspond to age peer norms. Giftedness itself causes asynchrony; that is, it causes children to be out of sync with other components. In the classroom, the teacher is…