Intellectually gifted students (N=199) and students in the fine and performing arts (N=176) completed the High School Personality Questionnaire. Results indicated that gifted students obtained higher leadership potential scores, while talented students scored higher in creativity. Several significant differences were found in personality profiles…

All programs for the gifted and talented should incorporate visual and performing arts, so that students' natural interests and creative abilities are not stifled. Many gifted and talented high school students not classified as artistically talented can achieve in discipline-based curriculum areas stressing nondiscursive art-making activities.…

Recounts the events and people that led to the formation of three early public residential schools for gifted students: the North Carolina School for Science and Mathematics; the Louisiana School for Mathematics, Science and Technology; and the Illinois Mathematics and Science Academy. Common features included visionary individuals, availability…

The nurturance and development of intellectual and creative talent in young people are examined, using the goals and curriculum of the Illinois Mathematics and Science Academy (a public residential high school for highly talented students) as an example. Emphasis is on presenting learning as active, dynamic, and integrated. (DB)

Many gifted students have problems that are not simply academic, but also social and emotional. Gifted students frequently experience self-doubt, boredom, frustration, and social isolation or ridicule from peers. Teacher education courses should equip high school teachers to deal with the emotional problems of gifted adolescents. (JN)