This article examines early college admission options for gifted students, including dual enrollment programs, early entrance initiatives, and online learning opportunities. It analyzes the benefits and challenges of grade skipping and college acceleration in high school education.
Gifted Education
Lost Opportunities: The Impact of Duke TIP’s Cancellation on Gifted Students’ Academic Development
The permanent shutdown of Duke TIP due to COVID-19 has eliminated vital early academic challenges for gifted students. This article examines the consequences for gifted education, explores alternative programs, and advocates for new support systems to meet these students’ unique needs. Keywords: Duke TIP, gifted programs, ACT testing, early academic development.
Unveiling the “Gifted” Label: The Hidden Harms of Tracking in K12 Education
This article examines how the “gifted” label in K12 education systems, while seemingly positive, actually fosters inequality and psychological pressure. We analyze the pitfalls of tracking students and propose alternative approaches to nurture all learners’ potential without harmful labeling.
Grade-Skipping, High School, College Admission: Exploring Accelerated Pathways to University
This article examines grade-skipping (skipping 11th/12th grade) for high school students seeking early college admission. We analyze accelerated programs’ benefits, challenges, and application strategies for academically gifted youth.
Beyond Duke TIP: New Pathways for Gifted Students to Take Early ACT Exams
With the discontinuation of Duke TIP, parents seek alternative programs to support academically gifted children’s early assessment needs. This article explores the importance of early ACT testing for talented students and provides practical alternatives to nurture their potential.
Beyond Talent: Guiding High-Potential Students Toward a Career in Neurosurgery
This article explores how to provide K12 students with exceptional academic abilities the right educational resources, focusing on those aspiring to become neurosurgeons. It analyzes challenges faced by high-achievers and offers practical learning resources and development pathways to maximize their potential.
Deconstructing the “Gifted” Label: Hidden Inequities and Harms in Education Systems
This article examines how the “gifted/talented” label in K12 education harms both labeled and non-labeled students, creating unfair expectations and limiting true potential. We explore the psychological pressures of educational labeling and systemic inequities.
High School to College: Exploring Accelerated Pathways for Advanced Students
This article examines grade skipping (grade acceleration) programs that allow high school students to bypass 11th-12th grades and enter university directly. We analyze benefits, challenges, and provide practical guidance for students considering this academic shortcut.
Nurturing Medical Prodigies: How to Provide Suitable Educational Resources for Exceptionally Gifted K12 Students
This article explores how to provide tailored educational resources for K12 students with exceptional academic performance, focusing on those with clear career aspirations like becoming a neurosurgeon. It analyzes limitations of traditional systems and offers practical strategies for supplemental learning to support these gifted students effectively.
天赋,教育系统,标签压力（英文）: The Hidden Dangers of “Gifted” Labeling in Education
This article examines the negative impacts of “gifted” labeling in education systems, revealing how this seemingly positive tag creates psychological pressure for both labeled and unlabeled students. It calls for rethinking talent development approaches.
