Extreme Measures for the Exceptionally Gifted in Mathematics and Science

Bibliographic Data

ID9733334
AuthorsDaniel P Keating (0000-0001-6868-8006, Johns Hopkins University, corresponding author), Julian C Stanley (Johns Hopkins University)
Year1972
Volume1
Issue9
Pages3
Publication date1972-09-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.2307/1174763
OpenAlexW4232204198
LanguageEN
Citations received9
References cited4

W hat does one do for a junior high school student who already knows more mathematics than his teacher? The question is not as implausible as it may seem at first glance. From preliminary work with seventh, eighth, and young ninth graders at Johns Hopkins University, it is clear that a sizable number of these youngsters score extremely high on the College Entrance Examination Board (CEEB) Scholastic Aptitude TestMathematical (SAT-M) and Mathematics Level I Achievement Test (M-I), often higher than their math teachers probably would. The same is true for the general science knowledge of some students this age. The group for whom new programs are urgently needed is expanded greatly if one relaxes the criterion only slightly. Rather than specifying Know more math or science than their teachers, substitute: Know more math or science than the average high school senior applying to college. This group of 12 to 14 year olds is, as will be seen later, quite substantial

Achievement test · Aptitude · Developmental psychology · Gifted education · Mathematics education · Ninth · Science education · Standardized test · Test (biology · Education, Achievement, and Giftedness · Health and Medical Research Impacts · Health and Well-being Studies · Mathematics · Paranormal Experiences and Beliefs · Psychology

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