Abstract
The long history related to the purpose and development of special schools to accommodate the needs of gifted students has been fraught with celebration and concern, envy, and disappointment. The site or location of the school, entry criteria, competencies of the faculty, test scores and evidence of awards received by students relative to different types of competitions, and graduation entries to prestigious schools are often used to determine the efficacy of a special school for the gifted. Regardless of the professional and personal responses evoked by special schools for the gifted, they have ignited the consistent inquiry into a series of educational questions: What is special about a special school for the gifted? and How do special schools for the gifted influence each other?
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