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Studies of high school dropouts in the United States estimate that between 18% and 25% of gifted students fail to graduate. [91] This disparity can result from various factors, such as loss of interest in classes that are too easy or negative social consequences of being perceived as smart. [92]
Grade acceleration is easiest to implement through an early start to school by either entering pre-kindergarten a year early or skipping pre-kindergarten into kindergarten directly. [2] By starting the child ahead, many of the problems associated with grade skipping, such as leaving friends behind or knowledge gaps, are avoided.
Schools have an obligation to provide stimulating and challenging learning opportunities for their students; The identification of gifted students should recognize the breadth of multiple intelligences; Schools should ensure that the social and emotional, as well as the intellectual, needs of gifted children are recognized and met.
Image credits: TrashyBinBag If you talk to a whole bunch of people, they’ll likely have different interpretations of what intelligence really is. For some, it’s all about high IQ scores, book ...
For males in the U.S. born 1886–90, years of school averaged 7.86, while for those born in 1926–30, years of school averaged 11.46. [ 17 ] One of the most recent trends in education is that the classroom environment should cater towards students' individual needs, goals, and interests.
IQ scores can differ to some degree for the same person on different IQ tests, so a person does not always belong to the same IQ score range each time the person is tested (IQ score table data and pupil pseudonyms adapted from description of KABC-II norming study cited in Kaufman 2009). [12] [13] Pupil KABC-II WISC-III WJ-III Asher: 90: 95: 111 ...
"Most people get into school when they're 6, and they get out of school around 22, 23.... I just happened to be in college that entire time." —Kearney, age ~22 [6] Kearney graduated from high school at 6 and went to Santa Rosa Junior College in Sonoma County, California, where he obtained an Associate of Science in Geology at age 8. [5]
Concepts of "book smarts" and "street smart" are contrasting views based on the premise that some people have knowledge gained through academic study, but may lack the experience to sensibly apply that knowledge, while others have knowledge gained through practical experience, but may lack accurate information usually gained through study by ...