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This test was the first to measure academic ability and began being used to identify children with above average thinking ability. -
This test was the revised Binet-Simon intelligence test. It was revised by Stanford University psychologist Lewis Terman. He adapted it to be used with children, to identify students with above average thinking ability. -
Los Angeles, Rochester, and Cleveland began to separate academically bright students from their peers based on individual ability testing. This was for the purpose of educating them as a group, accelerating their learning. -
During the 1920s, Lewis Terman searched the United States for children with an IQ of at least 135, preferably 140. This search is considered to be the "greatest initial achievement in the gifted child field," according to Julian Stanley.
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Leta Hollingworth began her school, the Speyer School, in New York City to educate gifted children. Although she used the Stanford-Binet test to identify students for advanced instruction, she did so for the purpose of furthering their education, not for study. -
By 1940, Cleveland had more than 1,200 gifted students receiving instruction at 17 major centers throughout the city. -
In response to the Soviet launch of Sputnik, the United States began investing resources in educating gifted students, offering advanced courses in math, science, language, and technology. -
The U.S. Congress ordered Sidney Marland, the education commissioner, to assess and report on the state of education for high-ability students. It was the first national report on the state of gifted education. It is still the foundational definition of "giftedness." -
By 1990, most states have educational programming for their gifted students, despite the lack of a national mandate or funding. -
The No Child Left Behind Act diluted the efforts to educate gifted students in ways that adequately challenge them by focusing on educating students at risk of failing. While this is an unintended consequence, programming for gifted students has suffered.