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Development of Intelligence Tests
In 1905 Alfred Binet and Theodore Simon developed the first intelligence test. The test measured the attention, memory, and verbal skills of school-aged children. They created a scale that adjusted for age in relation to overall intelligence.
U.S. Department of Health and Human Services. (n.d.). From the annals of NIH history. National Institutes of Health. https://irp.nih.gov/catalyst/22/5/from-the-annals-of-nih-history -
Terman Revises Binet-Simon Tests
Lewis M. Terman, an American psychologist from Stanford University, revises and adapts the Binet-Simon tests for children. In the 1920's he sought out children to test, looking for boys and girls with an IQ of at least 135. It was the first widespread search for children who were of high intelligence.
Stanley, J. C. (2005). A quiet revolution: High Ability Studies, 16(1), 5–14. https://doi.org/10.1080/13598130500115114 -
Establishment of Gifted Education by Leta Stetter Hollingsworth
Leta Stetter Hollingsworth, a professor of Education at Columbia University, first offers courses and textbooks dedicated to the education of gifted students. In 1935, she established an experimental school in NYC, the Speyer School, focusing on educating gifted children. The program had 25 boys and 25 girls and was fully integrated racially.
Rudnitski, R. A. (1996). Leta Stetter Hollingsworth and the Speyer School, 1935-1940 - JSTOR. docs.lib.purdue.edu. https://www.jstor.org/stable/42922413 -
San Diego Pilots Gifted Program/Urban Education
The San Diego Public School district piloted a gifted and talented program in the late 40's. In 1958 they implemented a districtwide screening program. They established training for teachers in the 1960s and implemented GATE programs. Other cities, such as Chicago and NYC expand their gifted testing and services.
Van Tassel-Baska, J. (2010). The History of Urban Gifted Education. Gifted Child Today, 33(4), 18–27. https://doi.org/10.1177/107621751003300407 -
Gardner's Intelligences
Howard Gardner Ph.D. from Harvard University, developed the theory of multiple intelligences, which today includes Verbal-linguistic; Logic-Mathematics; Spatial-Visual; Bodily-Kinesthetic; Musical; Interpersonal; Intrapersonal; Naturalist, and Existential. His theories go beyond the traditional three categories of verbal, mathematical, and non-verbal gifted categories. His work influenced teacher education and the need for differentiation within the classroom to address the multiple types. -
No Child Left Behind
The 2002 NCLB Act, did not make any provisions for gifted students. As a result,fewer gifted students receive services and remain more often in general education classrooms with little or no differentiation. A 2008 study shows a ten-year flat growth for gifted students, and another study shows as many as 20% of high school dropouts are gifted. Without strong policies in place, little or no services are provided.
VanTassel-Baska, J. (2018). American Policy in Gifted Education. Gifted Child Today