swered question in the field. He also raises the tantalizing notion of a ‘‘genetic-risk role’’ akin to the sociological ‘‘sick role’’ concept but does not explore its potential to capture new characteristics of the genetic disease experience in any depth. Among the book’s greatest strengths is its impressive ability to address the interests of multiple audiences. Its core objectives and achievements are scholarly: Klitzman concisely reviews existing literatures, identifies and answers critical questions, and poses important new ones. He also makes excellent use of grounded theory methods on a topic perfectly suited for them. His trenchant analysis highlights the challenges and decisions most important to his interviewees, and the myriad factors that shape them. He allows interviewees to speak for themselves, using well-selected examples to bring readers inside their subjective realities. Importantly, Klitzman’s work also speaks directly to patients, offering readers a resource that earlier generations grappling with genetic illness lacked: a vocabulary to help organize their experience, and evidence that they are not alone. Finally, he presents specific recommendations for physicians about the types of information patients find most useful and about how they can better support their patients using less directive communication. As Klitzman points out, genetic testing is here to stay. By combining the voices of pioneers in this new medical world with insightful analysis, Am I My Genes? offers both a significant step forward in our scholarly understanding of the social challenges genetic medicine raises and a unique guidebook for those who will face these perplexing issues in the future. The Public School Advantage: Why Public Schools Outperform Private Schools, by Christopher A. Lubienski and Sarah Theule Lubienski. Chicago: University of Chicago Press, 2014. 276 pp. $18.00 paper. ISBN: 9780226088914.

The Public School Advantage: Why Public Schools Outperform Private Schools:

Finding and developing talented youth from low-income backgrounds is an ongoing challenge for U.S. gifted education policy. These students face strong headwinds, whereas advantaged students enjoy f...

How talented low-income kids are left behind:

For more than two decades, education authorities have warned that the reading, writing, mathematics, and science skills of America’s young adults are insufficient to maintain its economic strength. Some indicators suggest that the average educational achievement of high school students in the U.S. is mediocre in comparison to that of other industrialized countries, and that it is not improving significantly. Moreover, there are wide differences in educational achievement among demographic groups. Authorities have recommended many different strategies for improving the educational achievement of high school students. One such strategy is to encourage them to take more rigorous college-preparatory courses and to earn higher grades in these courses. We studied the effectiveness of this strategy using data from students who took ACT’s EXPLORE test in eighth grade, the PLAN test in tenth grade, and the ACT in eleventh/twelfth grade. The outcome variables in the study were students’ ACT scores in English, Mathematics, Reading, and Science. The predictor variables were students’ background characteristics, their previous educational achievement (as measured by their EXPLORE scores), the high school they attended, their course work, their course grades, and variables related to the context in which they took the ACT. We constructed models for predicting the outcome variables from the predictor variables. We then used the models to estimate the proportion of students who, under various scenarios of enhanced preparation, would have ACT score levels indicating that they were adequately prepared to take typical first-year college courses. The principal results are as follows:

/pdf/benefits-of-additional-high-school-course-work-and-improved-a5sv91pegx.pdf

Benefits of Additional High School Course Work and Improved Course Performance in Preparing Students for College. ACT Research Report Series, 2008-1.

Unequal access to advanced learning opportunities is among the most complex and controversial issues in American K–12 schools. Interventions that address policy, programming, and instruction can provide opportunities for students with advanced learning needs in school systems that prioritize minimum grade-level standards. Excellence gaps are differences in advanced performance among student subgroups that result from inequities in education and society. In this systematic review of the literature, the authors identified 80 empirical research studies on strategies for reducing excellence gaps published between 2010 and 2021 and identified themes related to the seven facets of the Excellence Gap Intervention Model (K–12 school accountability support, teacher professional learning, expanded advanced learning opportunities, universal screening with local norms, frontloading, flexible ability grouping, psychosocial interventions). This analysis revealed substantial evidence of intervention development over the past decade and suggests a revised approach to equitable, advanced education that begins with preparation (e.g., teacher professional learning, student frontloading) and is followed by placement, evaluation, and adjustment as students’ learning needs change.

pdf/reducing-excellence-gaps-a-systematic-review-of-research-on-8nwf9gxo1z.pdf

Reducing Excellence Gaps: A Systematic Review of Research on Equity in Advanced Education

Giftedness as a construct is increasingly found relevant in all of life’s endeavors. It is a construct with a long history in schools. As institutions tasked with the academic preparation of young people, schools must consider the practical application of any conception adopted. The constraints of schools and their institutional purpose determine what giftedness is in that setting. The optimal conception of giftedness within these boundaries provides for the development of exceptional abilities, while supporting the psychological well-being of students. It requires a commitment from schools to provide resources, supports, and opportunities that foster the development of students’ talents, with an eye toward their success beyond the K-12 experience. Students must also commit to their own talent development, bringing their abilities, interests, and the psychosocial skills required to bear in their approach to the school-provided opportunities. This chapter addresses the roles and responsibilities of stakeholders in a practical, school-based conception of giftedness.

A School-Based Conception of Giftedness: Clarifying Roles and Responsibilities in the Development of Talent in Our Public Schools

We examined 482,418 students who took the ACT in the seventh grade and again in high school, taking an exploratory analytic approach to examine academic growth trends from 1996 to 2017. Predictors ...

What Boosts Talent Development? Examining Predictors of Academic Growth in Secondary School Among Academically Advanced Youth Across 21 Years:

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What Boosts Talent Development? Examining Predictors of Academic Growth in Secondary School Among Academically Advanced Youth Across 21 Years: