Should Josh Skip To Grade 12?
Josh is a grade 9 student who was recently identified as gifted. Josh’s mother feels
that because her son is so gifted, especially in math, that having him placed in a grade 12
math class would more easily allow him to make friends with the older students because
their work is at a similar ability. The school is resistant to this idea. Let’s examine some
options.
Option 1
Enrich Josh’s Program; Keep Josh in Grade 9 but work him harder.
The advantages of keeping Josh in his own ninth grade class can be done so successfully with the
practice of enrichment programs. The enrichment approach can take place in two different ways; vertical
and horizontal. Vertical enrichment allows students to study at a level beyond their grade in a particular
subject. This type of enrichment allows for advancements in curriculum, also with the opportunity to be
exposed to more advanced material. Horizontal enrichment advocates for the student to be studying more in
depth and breadth at the student’s ability level. Ideally, enrichment should include elements of both the
vertical and horizontal approaches.
Option 2
Yank Josh out of this high school all together and put him in a gifted school.
A major advantage of placing Josh into a gifted school is that they offer every student specialized
programming, opportunities and services. They provide such things as curriculum acceleration through the
grade and subject-matter. These specialized programs also offer Individualized Program Plans (IPP) which
addresses each student’s unique learning traits and sets realistic academic goals. There are also many
specific opportunities for extracurricular, mentorship and independent study for highly gifted students.
There are some disadvantages that students could face while enrolled in gifted schools. Negative
stereotypes in combination with increased problems dealing with social and emotional problems can lead to
further alienation. These institutions also force students into rigid schedules that typically impose very
challenging workloads, accelerated pace and pressure to get high marks.
Option 3
We will weigh the pros and cons of having Josh skip ahead.
Accelerating Josh into a grade twelve math class Keeping Josh in his current room and adding
(Pros of focused acceleration) enrichment strategies (Cons of focused acceleration)
Research overwhelmingly supports Many young gifted children haven’t yet
acceleration. It has been shown to be positive developed their fine motor or organizational
for gifted learners in the majority of skills. Lack of other required grade level skills
documented cases can hold them back in higher level courses.
Gives gifted students a chance to exercise their Less opportunities for leadership in group
abilities rather than find ways to hinder their projects; and within the general classroom
talents (ie. Social coping strategies, limiting What would happen to Josh the following year?
opportunities) Either be required to return with his peers in the
Accelerated students generally earned more grade ten classroom and the same issues would
overall honours and attended more prestigious need to be tackled; or he would need to be
colleges completely removed from the school and put
Can diminish negative impacts on gifted into a university mathematics class or a
students mentorship program. Our solution to accelerate
Students benefit more from being with their Josh is a temporary one.
intellectual peers than their chronological peers
Option 4
Keep Josh in grade 9 and get him friends. Place Josh in mentorship programs and other extra curricular
activities to challenge his mind and encourage him to meet other gifted students from which he can make
friends with.
-Less aggressive approach:
Online math clubs will allow Josh to meet new people, work with students and professional
engineers/scientists/mathematicians. It is a less intrusive tactic for Josh as it is online. Mentorships such as
those offered by The Science, Engineering and Math Mentoring Program allow students to socialize and
work online through email, video conferencing and online ‘classrooms’
-More aggressive approach:
Placing Josh in a five week camp with other gifted math students will help Josh by introducing him to a
fun, academic and social setting. Josh would live/eat/sleep with other gifted math student. He would have
math in common with the other students and would be challenged by gifted math instructors. He would also
socialize with other kids who all have the love of math in common.
Summary of options and their social ramifications
Grade 9 Grade 12 Math Gifted School Mentorship
Possible Social -smarter than the -younger and -an environment of -spends class time
Problem other students lacks social skills all gifted students, not at school
due to his age
Possible -becomes an -becomes an -looses social -other students are
Consequences outsider outsider interaction with jealous
-bullying -bullying peers -bullying
-bullying
Conclusion:
We feel, based on our research; that Josh should stay in grade 9 for all of his classes, enrich his math
program via an individualized program plan, and enrol him in math mentorship to make friends with other
gifted students who all have math in common.
References
Berlin, J. E. (2009). It’s all a matter of perspective: Student perceptions
on the impact of being labeled gifted and talented. Roeper Review, 31:217–223, DOI:
10.1080/02783190903177580.
Brown, L. (2008). 10 ways to move beyond bully prevention (and why we should). Education Week, 27
(26).
Davidson Institute for Talent Development (DITD). (2004). Educational options for gifted learners.
Retrieved from http://www.davidsongifted.org/db/Articles_id_10287.aspx
Foust, R.C., Hertberg-Davis, H., & Callahan, C. M., (2009). Students' perceptions of the non-academic
advantages and disadvantages of participation in advanced placement courses and
international baccalaureate programs.174. Retrieved from
http://proxy2.lib.umanitoba.ca/login?url=http://web.ebscohost.com/ehost/detail?vi
d=3&hid=107&sid=2aee440c-aa97-4fe1-bd22- aa16fbb3f945f
%40sessionmgr104&bdata=JnNpdGU9ZWhvc3 QtbGl2ZQ%3d% 3d#db=a9h&AN=44208680
“Gifted education – a resource guide for teachers.” (2007). The BC Ministry of Education. Retrieved
November 10, 2009, from
<http://www.bced.gov.bc.ca/specialed/gifted/strategies.htm#Acceleration>
Gifted and Talented Education (GATE). (2008). Gifted education. Retrieved from
http://www.cbe.ab.ca/programs/spec_ed/se-gifted.asp
Kreidler, W. (1996). Smart ways to handle kid who pick on. Instructor, 10.
Lovecky, D. V., (1995). Highly gifted children and peer relationships. 5. Retrieved from
http://www.davidsongifted.org/db/Articles_id_10129.aspx
Mathcamp (n.d). What is Mathcamp? Retrieved http://www.mathcamp.org/index.php
National Association for Gifted Children (NAGC). (2008). Independent study. Retrieved from
http://www.nagc.org/index.aspx?id=565
Reis & Brody. (Ed.). (2004). Grouping and acceleration practices in gifted education. London: Corwin
Press.
Rogers. (2002). Re-forming gifted education: matching the program to the child. Scottsdale: Great
Potential Press, Inc.
San Diego Unified School District (2009). Gifted and talented education (GATE). Retrieved from
http://www.sandi.net/20451072011453310/site/default.asp
Strip & Hirsch. (2000). Helping gifted children soar: a practical guide for parents and teachers.
Scottsdale: Great Potential Press, Inc.
Thomas, B. (1996). Partnership; Mentoring program offers gifted students guidance. UpDate, Vol.15, (No.
15), 7.
