Identification
Talent Identification
Identification Talent Identification
Deborah Douglas
Margie Kitano
As we turned over the last calendar page of 2005, we decided to ask two gifted experts, Nancy Robinson from the University of Washington and Margie Kitano from San Diego State University, where they thought gifted education was h
Jerry Schecter, PhD
Dana Turner and Paula Olszewski-Kubilius, PhD
CTD Newsletter editor
Theories about giftedness are terrific. But what do you do when you actually have academically talented child in your class? We asked three gifted experts to provide practical, day-to-day advice on how to deal with gifted students.
CTD newsletter editor
Deborah Douglas
by Paula Olszewski-Kubilius, PhD
Dr. Lipschutz reflects back on her history using NUMATS since the 1980s. She discusses how the talent search got started in the Midwest, how schools can benefit, and how the program can change lives.
by Paula Olszewski-Kubilius, Ph.D. & Lisa Limburg-Weber, Ph.D.
Gifted coordinators are often asked to suggest program options for students. Fortunately, there is a strong research base on options in gifted education that can help guide these decisions. This article summarizes research evidence and recommendations regarding program options.
Jerry Schecter, Ph.D
Research Summary by Seon-Young Lee, Ph.D. & Paula Olszewski-Kubilius, Ph.D.
Northwestern University’s Midwest Academic Talent Search (NUMATS) provides students who have scored at the 95th percentile or above on nationally normed in-grade achievement tests with more accurate information about their academic abilities. This article explains a survey developed by Center for Talent Development (CTD) staff that shows how local schools learn about Talent Search, how they implement Talent Search in their schools, and how they follow up on student participation in the program.
by Paula Olszewski-Kubilius, PhD
Schools seeking to effectively serve gifted learners have a real need to know which practices, out of the many promoted as beneficial, have proven effectiveness for the advanced student. This article distills the research to show which of the new instructional practices are the most effective.
by Mary Bird
As an urban school with a predominantly African-American student body and a very limited budget, Jefferson-Whittier School in Pontiac, Michigan has benefited greatly not only from the NUMATS program, but from fee waivers. Many of the school’s participants are hoping to become first-generation college students. Students inevitably gain more confidence in themselves and in their test-taking skills, so that when the time comes for them to take a college entrance exam that actually counts towards acceptance into a university or possible scholarships, they go into the testing situation relaxed and knowing that they will excel.
by Carol R. McCarthy
In Kalamazoo, Michigan, and nine surrounding counties, NUMATS students have the opportunity to enroll in classes designed to match their advanced math and verbal ability. These classes are offered to every qualifying student as a part of their school day, rather than as an often unconnected, and sometimes expensive, summer course experience. Is it really this easy to serve extreme academic potential in school settings? This program’s long experience indicates it is easy—when schools engage the magic bullet of cross-district cooperation and flexibility.
by Dana Turner and Paula Olszewski-Kubilius, PhD
This article discusses students who enter the talent search on the basis of parent nomination in comparison to students who enter on the basis of standardized, in-grade achievement test scores. While the differences are statistically significant, they are small enough to not have much practical significance. The results of this study suggest that parent nomination is a viable alternative to use for identifying students to participate in talent searches when scores on standardized, in-grade achievement tests are not available.
by Dana Turner and Paula Olszewski-Kubilius, PhD
This article discusses students who enter the talent search on the basis of parent nomination in comparison to students who enter on the basis of standardized, in-grade achievement test scores. While the differences are statistically significant, they are small enough to not have much practical significance. The results of this study suggest that parent nomination is a viable alternative to use for identifying students to participate in talent searches when scores on standardized, in-grade achievement tests are not available.
Dana Turner and Paula Olszewski-Kubilius, PhD
Three coordinators, one in Wisconsin and two in Michigan, discuss their experiences using NUMATS to help their highly gifted students excel.
by Paula Olszewski-Kubilius, PhD
This paper reviews evidence regarding the validity of educational programs based on the talent search identification protocol and their effects on students. Talent search students who participate in special summer or accelerated school programs are more likely to take a more rigorous course of study in high school and attend more selective colleges. Effects may be especially noticeable for academically talented females who pursue mathematics in summer programs.
This article highlights a program developed in the Copper Country Intermediate School District on Michigan's Keweenaw Peninsula that was designed to serve the needs of eighth-grade students who took the ACT or SAT and who scored at or above the mean for college-bound seniors in the reading or verbal area.
by Paula Olszewski-Kubilius, Ph.D.
The talent search concept includes three important components: diagnosis and evaluation of domains and levels of talent; educational placement and guidance; and talent development opportunities including summer programs, distance learning programs, contests and competitions, etc. There is a solid research base that supports the validity of the talent search identification protocol, the success of students in accelerative programs, and the benefits of participation. Talent search has even had an effect on general education, particularly influencing ideas about student readiness for learning and the timing and pace of instruction. Talent search programs need to take steps to insure greater access, particularly to economically disadvantaged students.
Paula Olszewski-Kubilius, Ph.D
Paula Olszewski-Kubilius Ph.D
