Presents the findings of an evaluative study of an extended day program for academically able pupils, based upon an opinionnaire on student growth distributed to participating students and their parents. Reports growth in both cognitive and noncognitive areas, particularly in fifth and sixth grades. Should be of interest to groups planning programs for gifted students that occur outside the regular schoolday. 198. Education of Intellectually Gifted Pupils in Los Angeles City Schools. Los Angeles, Calif.: Los Angeles City School Districts, 1962. 25 pp.

Discusses policies and procedures in education of gifted pupils in Los Angeles, from kindergarten through junior college. Outlines the differential provisions made at elementary, secondary, and junior college levels. Includes appendixes which discuss policies on acceleration and grading and the conditions for and purposes of enrichment.

199. Educational Planning for the Gifted Child; Organization and Administration of the Gifted Program; Acceleration in the City Schools for Selected Gifted Students. Reprinted articles from Curriculum Digest. San Diego, Calif.: San Diego City Schools, 1958. 8 pp.

Describes the historical development of San Diego's program for gifted elementary school students-the enrichment opportunities and services that have been made available—and outlines the program's present administration. Includes a report of an evaluative study made on an individual and a junior high group acceleration program, which indicates good academic adjustment by the pupils involved. Also outlines acceleration procedures used in one junior high school.

200. ELLIOTT, MERLE. Programs for Intellectually Gifted Pupils. Oakland, Calif.: Oakland Public Schools, 1962. 3 pp. Examination copy available upon request.

Provides an overview of the Oakland program for gifted pupil education, grades K-12. Outlines the nature of the program at the various levels and its relationship to the general education program, and states grading policy.

201. Enrichment for Gifted Children in the Elementary Grades; Special Programs for Able Students in Our Secondary Schools. Reprints of articles from Curriculum Digest. San Diego, Calif.: San Diego City Schools, 1958. 7 pp.

Briefly describes San Diego's gifted program for elementary grades. Gives examples of enrichment activities provided in the reading, language arts, arithmetic, science, and social studies programs. Also describes two of San Diego's programs for able secondary school students— a program of enrichment and acceleration for gifted students and a program of honors courses for 11th and 12th graders.

202. The Gifted Student in the New York City Schools: A Memorandum and Bibliography. New York: Board of Education, 1959. 91 pp. 50 cents. Available from Publication Sales Office, Board of Education of the City of New York, 110 Livingston Street, Brooklyn, N.Y.

Describes steps taken by the New York public school system to provide for gifted children and youth. Gives policy, procedures, and practices of the schools' present programs, notes their historical development, and features sections on the city's special high schools. Includes chapters organized by school levels and a chapter organized by topics (e.g., selecting teachers, supervision, reading, learning difficulties, etc.) applicable to all levels. Also provides a review of recent research on the gifted and a bibliography including titles on comprehensive reports, policies, and recommendations, current programs, references in various subject matter fields, and references on the New York City program. Should be of interest to all persons concerned with the education of gifted children.

203. "Helping the More Able Student." Progress Report, Vol. II, No. 2:1-4, April 1959. San Diego, Calif.: San Diego City Schools. Examination copy available upon request.

Describes the various programs for gifted pupils in the San Diego schools, including enrichment within the regular class, 12th-grade honors courses, and summer school. Outlines provisions for developing creative and leadership talents.

204. The Indianapolis Program for Gifted Children. Indianapolis, Ind.: Indianapolis Public Schools. Undated. 3 pp.

Answers anticipated parent questions on pupil selection and parental responsibilities. Attempts to show the advantages of placing a gifted child in a special class.

205. Program for Children With High Achievement Potential. Duarte, Calif.: Duarte Unified School District, 1963. 10 pp. Examination copy available upon request.

Describes Duarte's high achievement potential program. Includes criteria for selection of students, the organizational plans used at all levels, and suggested enrichment activities and evaluation procedures. Should be of interest to both teachers and administrators of programs for the gifted.

206. A Program for the Academically Gifted. Abington, Pa.: School District of Abington Township, 1965. 56 pp.

Presents information on this district's program for its academically talented students. Outlines the organization and administration of the program and details the kinds of provisions made at each level. Also discusses the role of guidance and the types of grouping used in second

207. A Progress Report on the Gifted Child Program. Neenah, Wis.: Neenah Public Schools, 1957. 40 pp.

Summarizes a school district's study of the education of the gifted. Lists principles for a program for gifted children and describes steps taken to set up the program in Neenah. Includes a short bibliography. Should be of interest to school districts in planning a program for gifted students.

208. Proposed Program for Children and Youth of Superior Ability. Milwaukee, Wis.: Milwaukee Public Schools, 1962. 21 pp. Examination copy available upon request.

Presents a brief outline of former programs and practices in Milwaukee's schools for students of superior ability, including experimental programs designed to obtain more information on the means of expanding educational opportunities for these students. Gives a proposed program based upon the pilot programs and details its implementation. Also contains a section on identification and general placement procedures. Should be of interest to school administrators planning a comprehensive program for able students.

209. Purposes of Our Academically Talented Program. Kansas City, Mo.: School District of Kansas City, 1959. 2 pp.

Lists the objectives of the program for academically talented pupils. Gives suggestions for teaching the gifted in the regular classroom.

210. The Racine Program: Providing for Students of Superior Learning Abilities, Kindergarten Through Grade 12. Racine, Wis. Unified School District No. 1 of Racine County, 1963. 11 pp.

Describes the three authorized plans for able students: Enrichment; acceleration; and beginning in grade 6, condensation to one year of subject matter presented to average children over a 2-year period. Gives special attention to the acceleration program, its rationale and administration. Should be of interest to school districts planning a comprehensive program for gifted children.

211. Regulations and Procedures Related to Special Educational Programs for Mentally Gifted Minors. Richmond, Calif.: Richmond Schools, 1963. 14 pp. 14 pp. Examination copy available upon request.

Gives regulations of the California mentally gifted minor program regarding identification, program standards, and excess expense reimbursements, quoting from title 5 of the Administrative Code and a local memorandum on procedures. Discusses the district's educational objectives and grading policy and lists instructional materials for use in activities to develop specific abilities and knowledge of subject matter. Should be useful to elementary and secondary schools for organizing and carrying out programs for gifted pupils.

212. SCOTT, RICHARD. A Summary of the Sutherlin Program for Creative Students. Sutherlin, Oreg.: School District 130-C, 1964. 18 pp. 50 cents.

Includes a history of the Sutherlin program for creative students and comments on creative students and the implications that fostering creativity can have for education.

213. SHORE, ROBERT E. Description of the San Rafael Program for More Able Learners. San Rafael, Calif.: San Rafael

214.

Elementary Schools, 1962. 43 pp.

Describes the programs for able students, grades 1-8, offered by the San Rafael schools. Explains the identification process, the role of the "more able learner coordinator," and the curriculum areas to be studied. Sets criteria for choosing learning activities and describes many activities which students have had in the various subject areas. Lists special classes and events that students attend and special facilities and materials provided by the schools. Should be of interest to administrators planning programs for the gifted learner.

Program for More Able Learners. Fifth Annual Report, 1963-64. San Rafael, Calif.: San Rafael City Schools, 1964. 51 pp.

Outlines goals of the San Rafael program for able students, identification procedures, and program types. Focuses on special activities in the regular classroom, grades 4-6, that have been provided for these students in the various schools. Also includes a description of the program and learning experiences in the junior high schools. Should be of interest to teachers and administrators of elementary and junior high schools as a source of ideas for enrichment activities and as a model of a program for gifted students. Other annual reports also available. 215. SMITH, EUGENE H. The Development of a Program of Special Education for Gifted Children in the Longview Public Schools. Longview, Wash.: Longview Public Schools, 1957. 32 pp. 50 cents.

Presents the historical development of a local educational program for gifted children from 1954 to 1958. Describes the objectives, identification procedures used, parent and teacher involvement, enrichment programs, and evaluation processes.

216. The Very Able Student. Carmichael, Calif.: San Juan Unified School District, 1963. 77 pp.

Describes the variety of programs for academically gifted students in the district. Gives the objectives, organization, and content of such elementary school provisions as enrichment seminars, directed academic study classes, cluster grouping within the regular classroom, the ungraded primary, and rapid learner classes. Details the administrative procedures for the high school offerings. Should be of interest to school

district administrators planning comprehensive programs for gifted students.

III. GENERAL MATERIALS

Identification and Guidance

217. BALDWIN, JOSEPH W. An Investigation of the Relationship Between Teacher-Judged Giftedness, a Group Intelligence Test and an Individual Test With Possible Gifted Kindergarten Pupils. Santa Rosa, Calif.: Sonoma County Schools, 1961. 8 pp.

Presents the procedures and findings of a study of the reliability of teacher judgment and group intelligence tests in identifying gifted children in kindergarten, using the individual intelligence test as criterion. Reports that both methods have limitations. Discusses factors influencing teacher judgment of giftedness in children.

218. BARBE, WALTER B. One In a Thousand: A Comparative Study of Moderately and Highly Gifted Elementary School Children. Columbus, Ohio: State Department of Education, 1964. 78 pp.

Presents the proceedings and results of a comparative study of a sampling of students in Ohio elementary schools who are highly and moderately gifted as measured by IQ tests. Reports that parents of the highly gifted have higher incomes and more education, and that the highly gifted are more creative and exuberant, but less "outer-directed." Points to need for individual intelligence testing in the early elementary grades, special programs to meet the needs of both groups, and a refinement of instruments to measure the adjustment of all gifted children. 219. California Association of School Psychologists and Psychometrists. The School Psychologist and the Education of Gifted Children. Sacramento, Calif.: State Department of Education, 1962. 15 pp.

Offers suggestions on identification and screening of the gifted, working with parents of the gifted, meaningful use of the case study, and role of the psychologist in curriculum improvement. Should be of particular interest to school psychologists and psychometrists working in the development and implementation of programs for the gifted. 220. California Project Talent. Identification-Case Study. Sacramento, Calif.: State Department of Education, 1964. 55 pp.

Gives a brief résumé of the purposes of the case study and procedures for using the case study to assess students of high potential. Presents a model of forms for case studies, with questions and rating scales covering background information; health record; intellectual functioning;