Research Supporting Gifted Endorsement
Highlights From PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context
National Center for Education Statistics, 2010, by Howard L. Fleischman, Paul J. Hopstock, Marisa P. Pelczar, Brooke E. Shelley.
“In Mathematics literacy, U.S. 15-year-olds had an average score of 487 on the mathematics literacy scale, which was lower than the OECD (Organization for Economic Cooperation and Development) average score of 496. Among the 33 other OECD countries, 17 countries had higher average scores than the United States, 5 had lower average scores, and 11 had average scores not measurably different from the U.S. average.”
Preparing the Next Generation of STEM Innovators: Identifying and Developing Our Nation’s Human Capital
National Science Board (NSB-10-33), 2010, National Science Foundation.
“The National Science Board firmly believes that to ensure the long-term prosperity of our Nation, we must renew our collective commitment to excellence in education and the development of scientific talent. Currently, far too many of America’s best and brightest young men and women go unrecognized and underdeveloped, and, thus, fail to reach their full potential. This represents a loss for both the individual and society.”
Mind the (Other) Gap! The Growing Excellence Gap in K-12 Education
Center for Evaluation and Public Policy, Indiana University, 2010, by Jonathan A. Plucker, PhD., Nathan Burroughs, Ph.D., Ruiting Song.
“A convincing body of evidence suggests that an achievement gap exists at higher levels of academic performance. The economically disadvantaged, English Language Learners, and historically underprivileged minorities represent a smaller proportion of students scoring at the highest levels of achievement.”
Do High Flyers Maintain Their Altitude? Performance Trends of Top Students
By Thomas B. Fordham Institute study in partnership with Northwest Evaluation Association, 2011, by Yun Xiang, Michael Dahlin, John Cronin, Robert Theaker, Sarah Durant.
“It is the first study to examine the performance of America’s highest-achieving children over time at the individual-student level. Produced in partnership with the Northwest Evaluation Association, it finds that many high-achieving students struggle to maintain their elite performance over the years and often fail to improve their reading ability at the same rate as their average and below-average classmates. The study raises troubling questions: Is our obsession with closing achievement gaps and ‘leaving no child behind’ coming at the expense of our ‘talented tenth’—and America’s future international competitiveness?”
High-Achieving Students in the Era of NCLB
Report of National Assessment of Educational Progress (NAEP), 2008, by Tom Loveless, Steve Farkas, Ann Duffett.
“While the nation’s lowest-achieving youngsters made rapid gains from 2000 to 2007, the performance of top students was languid.”