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Discovering Quantitative Precocity [microform] / Daniel P. Keating and Julian C. Stanley
Bib ID 5242878
Format BookBook, MicroformMicroform, OnlineOnline
Author
Keating, Daniel P
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1973 
11 p. 
Summary

Differentiation among gifted junior high students who score at the 98th or 99th percentile on in-grade achievement tests of quantitative abilities can be accomplished by administering a test normally given to older students such as the College Entrance Examination Board's Scholastic Aptitude Test-Mathematical (SAT-M). SAT-M scores of 396 7th, 8th, and accelerated 9th grade students show a wide range of abilities among students scoring at the ceiling of in-grade tests. The rationale for discrimination among gifted students should be individualized educational planning which may include college courses and early college admission for the gifted junior high student who also scores high on the SAT-M. Because younger students may have to make greater use of reasoning abilities to solve problems to which older students apply learned formulas, this reasoning ability can be predicitive of success in advanced courses of new material. Gifted junior high students have been placed in college courses with unbroken success. (See EC 051 774 for a related document). (DB)

Notes

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Exceptional Child Education.  |  Gifted.  |  Identification.  |  Junior High School Students.  |  Mathematics.  |  Standardized Tests.  |  Test Interpretation.  |  Testing.
Other authors/contributors Stanley, Julian C., author
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