The author suggests that acceleration is often more appropriate than enrichment for intellectually brilliant students, particularly in the area of mathematics. (DB)

This paper is an overview of some points made at the Annual Meeting of the American Educational Research Association in April of 1987. Gender effects were computed on 82 nationally standardized tests designed to determine precocity among youth. The effect sizes ranged from a magnitude of 0.50 (favoring females) for spelling in grade 12 on the…

Two supplementary calculus classes for high school students are described. Both classes were projects sponsored by the Study of Mathematically Precocious Youth (SMPY) of Johns Hopkins University. (MP)

Gender-related differences in participation in and scores on the College Board's Advanced Placement and Achievement examinations were studied for the years 1982 through 1992. There was little change in patterns of examination participation, and patterns of sex differences in scores were generally stable, with some evidence of difference narrowing.…

Gender differences were determined for scores on the 14 College Entrance Examination Board achievement tests taken between 1982 and 1985. Effect sizes showed a tendency for males to score higher relative to females, while the percentage of male examinees increased. Based on Cohen's classification of effect sizes, differences in six of the 14 tests…

The Johns Hopkins University program to identify prodigies in mathematics is reviewed. The Advanced Placement Program of the College Board is seen as a means for intellectually highly able youths to move ahead fast in a greatly enriched fashion and earn college credit. (MLW)

This article traces the origin and development of special educational opportunities offered to students who are exceptionally able in mathematics, focusing on the Study of Mathematically Precocious Youth at Johns Hopkins University and the Center for the Advancement of Academically Talented Youth. (Author/JDD)