This paper reviews the school histories of five extremely gifted Australian children (IQs 160-200) who had been radically accelerated. A combination of grade skipping and radical subject matter acceleration gave the children access to curricula commensurate with their abilities as well as healthier levels of social self-esteem. (Author/DB)

Current efforts and issues in gifted education in South Korea are summarized. Current options for gifted students include academic high schools, science high schools, high schools for the performing arts, and the support services of the Korean Association for Gifted Children. (DB)

This article identifies problems commonly attributed to acceleration for gifted students. Specific student concerns (such as friendships) and administrative concerns (such as difficulties in awarding course credits) are addressed. Five suggestions are made to help districts plan for providing accelerative options. (DB)

This article examines issues of student and program evaluation in determining the appropriateness of acceleration of gifted students. Intellective and nonintellective factors in identifying students for acceleration are discussed as are factors in monitoring student success. Specific program evaluation questions and design issues are also…

Comparison of the mental rotation skill of mathematically talented male (n=152) and female (n=143) high school juniors under both timed and extended time conditions showed higher performance by males under both conditions, but the male advantage decreased substantially when the effect of time was minimized. (Author/DB)

Project Outreach, operated by the Louisiana School for Math, Science, and the Arts, uses computer telecommunications to offer advanced content courses in math, foreign language, science, and the arts to gifted students in rural areas. Evaluation has shown favorable responses from participants and significant gains on a national calculus exam. (DB)

This literature review on programs for mathematically gifted elementary students concludes that effective programs include providing an accelerated curriculum and grouping mathematically gifted students together. The long-term effectiveness of technology-based instruction needs further research as do the topics of curriculum enrichment and other…

Intellectually gifted students in grades 6-12 living in central Mississippi were administered the Preferred Instructor Characteristics Scale. Rural, low socioeconomic group students had a stronger preference for teachers with personal-social behaviors such as friendliness, enthusiasm, and respect for students, compared to suburban middle-upper…

Thirty-three female early college entrants were administered a psychological inventory at the beginning and end of the first college year. Accelerants evidenced a consistent pattern of healthy personality growth over the year, which was not observed in a control group of capable nonaccelerants still attending high schools. (Author/JDD)

A major problem facing schools is lack of curricular differentiation and academic challenge for the most academically able students. Also, contemporary textbooks have been "dumbed down." Curriculum compacting is a flexible, research-based technique enabling high-ability students to skip work they already know and substitute more…

Analysis of Wechsler Intelligence Scale for Children (Revised) profiles of 456 grade 3 students with Intelligence Quotients of 120 and above found subtest scatter, verbal-performance discrepancy, and idiographic variability to be common and normal. Differences were identified in subgroups according to verbal or nonverbal strengths and gender. (DB)

Effects of the Future Problem-Solving Program on the ability of 29 gifted fourth graders and 32 gifted fifth graders to solve futuristic problems similar to those used in the program were studied. Results indicate a significant effect of the program on solution of this type of problem. (SLD)

Describes the hardships of six, highly intelligent young women, at risk during adolescence, at different stages in their lives. All six managed to perform at an adequate academic level throughout their difficulties allowing their problems to go unnoticed. Suggests that support groups would help these types of students. (MKA)

Describes two programs that serve gifted students with special needs. The first, Project HIGH HOPES, helps students by establishing curricular accommodations. The other program entails staff members ensuring that gifted students are challenged and that these students' parents know how to interact effectively with their children. (MKA)

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.…