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In 1916, Terman revised the Binet-Simon and published the Stanford-Binet test, which made it possible for schools to assess student intelligence. Terman was the first researcher to do a longitudinal study on gifted children, which began in 1921 and was continued by other researchers after his death in 1956. Terman published the first results of his research in 1925 and reported that gifted students were stronger than the non-gifted physically, emotionally, and academically.
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This sparked the United States to reexamine its human capital and quality of American schooling particularly in mathematics and science. As a result, substantial amounts of money pour into identifying the brightest and talented students who would best profit from advanced math, science, and technology programming.
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The first formal definition is issued encouraging schools to define giftedness broadly, along with academic and intellectual talent the definition includes leadership ability, visual and performing arts, creative or productive thinking, and psychomotor ability.
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National Association for Gifted Children published pre K-12 gifted program standards in seven key areas. It was revised in 2010. The six currently published are: Learning and Development, Assessment, Curriculum and Instruction, Learning Environments, Programming, and Professional Development.
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Students who show evidence of high achievement capability in areas such as Intellectual Creativeness, Artistic or Leadership Capacity or in specific academic fields are provided services to fully develop these capibilities.
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