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Genius Denied: How to Stop Wasting Our Brightest Young Minds
With all the talk of failing schools these days, we often forget that schools can fail their brightest students too. Gifted children forced into a "one size fits all" approach to schooling find themselves bored or frustrated, which can lead to underachievement, behavioral problems, or depression. Without sufficient challenges and resources, say Jan and Bob Davidson, America's brightest young minds languish, never reaching their full potential. Society can't afford that loss.
In Genius Denied, the Davidsons -- founders of a nonprofit institute that provides assistance to gifted children -- offer hope and practical advice to parents and students alike. Through their own experiences and those of the families they've worked with, the Davidsons show parents how to find an appropriate education for their children, when to go outside the school system, and how to create a support network with school authorities and other parents. Genius Denied shows that with commitment and creativity, gifted students can get the education they deserve, one that nurtures their talents and minds.
In Genius Denied, the Davidsons -- founders of a nonprofit institute that provides assistance to gifted children -- offer hope and practical advice to parents and students alike. Through their own experiences and those of the families they've worked with, the Davidsons show parents how to find an appropriate education for their children, when to go outside the school system, and how to create a support network with school authorities and other parents. Genius Denied shows that with commitment and creativity, gifted students can get the education they deserve, one that nurtures their talents and minds.
256 pages, Paperback
First published April 6, 2004
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Displaying 1 - 30 of 64 reviews
October 26, 2011
This is definitely an interesting read for teachers and education advocates alike. As an employee at a progressive charter school, I appreciate this book's willingness to point out the large gap that has been created in this country between the lowest-level learners and the highest. Too few people would like to acknowledge that we must meet every child where he or she is, regardless of ability, but we often only concentrate on the lowest-level learners when we make this statement. I agree with the author's claim that America's focus on egalitarian education has created a "level-playing field" that shouldn't exist; there is not a "one size fits all" approach to the knowledge that children should know at the end of a set amount of time, but our educational system does not operate this way because it's not "fair" to all students. The book points out - and rightly so - that this approach doesn't work for any student, especially those who need to be challenged more inside the classroom.
That said, I think this book takes on a "woe is me" tone for the extremely intelligent and gifted student and their experiences in the public school system. I know that it is absolutely necessary to meet every student at his or her ability level (whether it be low, mid or high) and cater my lessons to meet their needs, regardless of how much work this creates for me. But, the book takes on a tone that made me feel like only gifted students are deserving of this kind of culture. The authors advocate for the creation of schools to educate the gifted when we should concentrate on bettering ALL public schools to educate every student fairly. We should revamp our school culture to meet all children where they are, not just the ones on the highest end. The gifted students may require the most work because they require the most supplementary materials and the most challenging lessons, but even the lowest-level learner is deserving of this care from a teacher.
I'm glad that the authors briefly acknowledge the need to revamp schools and school culture. They acknowledge that educating students at their level is a social change, not just a policy one. It's hard to get parents and law-makers on board with these kinds of changes because there are a lot of people that refuse to believe that it is OK for students to learn different things and be in different places academically when they finish a certain amount of schooling. We want everything to be "fair" and the same for all students; however, the reality of our current school system is short-changing EVERYONE, not just the gifted. We're actually being more unfair by assuming all students are the same and should have the same knowledge when they are finished with a grade level or with primary school. Though the authors briefly point this out, I think this book fell short on the real educational issue here. The gifted argument is a valid one to make, but it needs to be tied in with overarching educational reform, not just accommodations for the gifted.
That said, I think this book takes on a "woe is me" tone for the extremely intelligent and gifted student and their experiences in the public school system. I know that it is absolutely necessary to meet every student at his or her ability level (whether it be low, mid or high) and cater my lessons to meet their needs, regardless of how much work this creates for me. But, the book takes on a tone that made me feel like only gifted students are deserving of this kind of culture. The authors advocate for the creation of schools to educate the gifted when we should concentrate on bettering ALL public schools to educate every student fairly. We should revamp our school culture to meet all children where they are, not just the ones on the highest end. The gifted students may require the most work because they require the most supplementary materials and the most challenging lessons, but even the lowest-level learner is deserving of this care from a teacher.
I'm glad that the authors briefly acknowledge the need to revamp schools and school culture. They acknowledge that educating students at their level is a social change, not just a policy one. It's hard to get parents and law-makers on board with these kinds of changes because there are a lot of people that refuse to believe that it is OK for students to learn different things and be in different places academically when they finish a certain amount of schooling. We want everything to be "fair" and the same for all students; however, the reality of our current school system is short-changing EVERYONE, not just the gifted. We're actually being more unfair by assuming all students are the same and should have the same knowledge when they are finished with a grade level or with primary school. Though the authors briefly point this out, I think this book fell short on the real educational issue here. The gifted argument is a valid one to make, but it needs to be tied in with overarching educational reform, not just accommodations for the gifted.
June 8, 2016
This book is a shameless plug for The Davidson Institute and it's website. Some of the stronger points emphasized:
- Funding for gifted services is minimal compared to programs like no child left behind because assisting low achievers is more charitable.
- Less than 10% of teachers are qualified to assist gifted children
- Olympiads have coaches, just as gifted children need coaches and training
- higher levels of depression, anxiety, mood disorders, and suicide are associated with IQ.
-It is more cost effective to accelerate quick learners as 11 years of education costs less than 13.
-High IQ alone does not guarentee sucess without a challenging education and peers.
-Chance favors the prepared mind.
-Donate above grade level books to school libraries and advocate for their acceptance.
As a parents, factual information and resources would have been more helpful than building a case through naratives. People give more to low achievers because it is the RIGHT thing to do, not charitable. As a whole, I find this website far more useful than AGD:
http://www.prufrock.com/
- Funding for gifted services is minimal compared to programs like no child left behind because assisting low achievers is more charitable.
- Less than 10% of teachers are qualified to assist gifted children
- Olympiads have coaches, just as gifted children need coaches and training
- higher levels of depression, anxiety, mood disorders, and suicide are associated with IQ.
-It is more cost effective to accelerate quick learners as 11 years of education costs less than 13.
-High IQ alone does not guarentee sucess without a challenging education and peers.
-Chance favors the prepared mind.
-Donate above grade level books to school libraries and advocate for their acceptance.
As a parents, factual information and resources would have been more helpful than building a case through naratives. People give more to low achievers because it is the RIGHT thing to do, not charitable. As a whole, I find this website far more useful than AGD:
http://www.prufrock.com/
July 11, 2008
Commentary on the current state of gifted education in the United States--frequently political, frequently devisive.
The book began well with good points but quickly reduces itself to whining anf finger-pointing. Particularly offensive is the attack on special education programs for the disabled that are particularly expensive. The authors argue that more funding in public education should be focused on the enrichment of the gifted, even if it drains money from the average, mediocre, and deficient students because those groups lack the possibility of greatness. Writing style is very simplistic and is aimed at (interestingly) the not so well educated population.I only read half way through and skimmed the rest because the reduntancy and repetitiveness of the theme and main point became tiresome. I go ttheir poin tpretty early on!
The book began well with good points but quickly reduces itself to whining anf finger-pointing. Particularly offensive is the attack on special education programs for the disabled that are particularly expensive. The authors argue that more funding in public education should be focused on the enrichment of the gifted, even if it drains money from the average, mediocre, and deficient students because those groups lack the possibility of greatness. Writing style is very simplistic and is aimed at (interestingly) the not so well educated population.I only read half way through and skimmed the rest because the reduntancy and repetitiveness of the theme and main point became tiresome. I go ttheir poin tpretty early on!
February 8, 2010
I have to disagree with some of the other reviewers. This book was FULL of ideas on how to improve education for gifted students and it didn't say that homeschooling was the only way to teach these special needs children. Genius Denied provided examples of how difficult it is to meet the needs of these very unique children. It is difficult to provide an education, friends, challenge, and a good social atmosphere for highly gifted children. They really do have few real peers. The book detailed a lot of solutions- mentors, grade skips, early college admission, GATE schools and classes, homeschooling, summer programs,etc.
I don't have highly gifted children and I'm not a teacher, so I wasn't looking for a solution for myself but I found the book really interesting.
I don't have highly gifted children and I'm not a teacher, so I wasn't looking for a solution for myself but I found the book really interesting.
July 12, 2010
My cousin Cathy lent me this book for the plane ride from Seattle to Spokane. Its premise is that gifted children are being woefully underserved by the American education system. This is a slam dunk point and like many non-fiction books they belabor it repeatedly; thereby boring any gifted person reading their book. Although I found the book repetitive and that it did not really have much to say I hadn’t already figured out myself, the anecdotes and general message were useful and valuable. Their main message is that gifted children are bored in school and that this boredom is extremely painful to them and stultifying to their potential. While I couldn’t agree more I’m not sure why school has to be boring to any child, regardless of whether they are gifted or not. I think that a general push to make school more meaningful and interesting, and open ended to all children would go a long ways towards addressing the concerns of gifted children and encourage their more average counterparts to learn more as well. Their main solution is to pull all gifted kids together in special magnate and charter schools. I’m sure this would work well for those kids, but I think in practice it would have the effect of further dumbing down the schools that were not magnate schools. I also want to say that there is great value in building diverse communities where all sorts of people value each other and get along well. Funny that I don’t really have strong logical arguments for this principle. Nevertheless, I feel that separating high achieving kids might have the unintended consequence of creating an elitist feeling. This is not a necessary result, just a probable one in the real world. An interesting book that made me think and further refine my teaching philosophy; and for that reason I found it very valuable.
February 9, 2012
This book documents fairly extensively what we all know -- public schools serve almost every child poorly with its "one size fits all" mentality. Those children who are behind and struggle to catch up are served poorly. Yet even those who are advanced and forced to slow down are served just as poorly. This book addresses the plight of gifted students and their stories of frustration, boredom, behavior issues, and sometimes depression and suicide. Dozens of stories of parents trying to work within the public school system are described.
The authors are founders of a non-profit foundation that supplies resources for gifted children. The website for the authors is referenced frequently throughout the book.
The problem that I have with this book is that it assumes somehow that educators are better at providing educational guidance for students. I have found that this is not the case. Story after story in the book says, "our clients were forced to homeschool because the educators (principles / administrators / teachers) were simply not helping us forward Jimmy's education even after we had him tested and he was off the map as a genius." My question is, "why wait so long to figure out that parents know their children better and can provide superior educational guidance than a mere public school employee?". The success of homeschoolers is grudgingly acknowledged, but is always paired with the "but what if homeschooling isn't an option for you?".
Looking at the months / years of constant "working with and educating your school teachers and administrators" to promote your child's situation, how many countless hours of effort, the sheer man-years of effort, could have been better used by just pulling them off of a train that is headed to a train wreck and finding things outside the system?
The authors are founders of a non-profit foundation that supplies resources for gifted children. The website for the authors is referenced frequently throughout the book.
The problem that I have with this book is that it assumes somehow that educators are better at providing educational guidance for students. I have found that this is not the case. Story after story in the book says, "our clients were forced to homeschool because the educators (principles / administrators / teachers) were simply not helping us forward Jimmy's education even after we had him tested and he was off the map as a genius." My question is, "why wait so long to figure out that parents know their children better and can provide superior educational guidance than a mere public school employee?". The success of homeschoolers is grudgingly acknowledged, but is always paired with the "but what if homeschooling isn't an option for you?".
Looking at the months / years of constant "working with and educating your school teachers and administrators" to promote your child's situation, how many countless hours of effort, the sheer man-years of effort, could have been better used by just pulling them off of a train that is headed to a train wreck and finding things outside the system?
February 21, 2013
A fine book. A good starting point to learn about gifted education....but if you have already been reading up on it, then this book will just seem repetitive and not bring anything new to the table. So, start with this one! I instead started reading off their website (Davidson gifted)-all my first order investigations started there, so this book seemed a little basic and bland after that.
In my continuum of reading all sides of the gifted education debates, I still find myself washing back and forth on approach. I agree that children need more custom fit educations, but I am uncertain how much we should ask them to do at young ages. It is going to be so hard to balance social against educational needs. I see a long hard road ahead. And I feel that if a good balance isn't found, that behavioral problems are sure to escalate. There is so much mental energy that needs outlet and a craving for challenge that must be satisfied. I think a good daily hike might be the cure all and is sure at least to ignite a love of geology.....
In my continuum of reading all sides of the gifted education debates, I still find myself washing back and forth on approach. I agree that children need more custom fit educations, but I am uncertain how much we should ask them to do at young ages. It is going to be so hard to balance social against educational needs. I see a long hard road ahead. And I feel that if a good balance isn't found, that behavioral problems are sure to escalate. There is so much mental energy that needs outlet and a craving for challenge that must be satisfied. I think a good daily hike might be the cure all and is sure at least to ignite a love of geology.....
April 21, 2013
Stylistically, the book wasn't great. But - not that I'm a "genius" - I was really moved by the book. That is, the ideas in it - I'm so so so so so infinitely glad to be where I am, where it's okay to be smart and praised and such [I can't believe it isn't like this everywhere still!] and to have supporting peers and family and teachers etc.
But still, imagining an entire SCHOOL like that sounds too good to be true...and I wish we could indeed raise both the floor and ceiling where education is concerned.
Interesting quotes [which I don't usually do but here]:
"most highly gifted children are underachievers - doing enough to get straight A's, but hardly enough to stretch and grow their minds"
"ongoing pep rallies likely to drive the intellectually curious mad"
"They've never been challenged, so they've never failed and are petrified by the idea"
But still, imagining an entire SCHOOL like that sounds too good to be true...and I wish we could indeed raise both the floor and ceiling where education is concerned.
Interesting quotes [which I don't usually do but here]:
"most highly gifted children are underachievers - doing enough to get straight A's, but hardly enough to stretch and grow their minds"
"ongoing pep rallies likely to drive the intellectually curious mad"
"They've never been challenged, so they've never failed and are petrified by the idea"
June 23, 2014
I found this book to be repetitive at times, but the basic premise is that gifted children are the most under served student population in schools. The authors provide various stories from students that they have worked with as well as references to studies (the notes and bibliography section are 41 pages long). I think the aspect of the book that rang most true to me are the instances where we put a ceiling on learning for children. The current education focus on testing has also done these students a disservice as the focus is on bringing up test scores for low-achieving students while students who are going to score high on tests whether or not they actually learn anything are largely ignored. I appreciated that there was an action guide in the back of the book as well as different points for parents, gifted children, teachers, and policy makers.
January 17, 2008
I read this book on a recommendation from a website (www.ditd.org) and it is fabulous! If you are the parent of a gifted child, if you think you are the parent of a gifted child, if you're a teacher, or if you're just interested in the state of gifted education in America today, this is a MUST-READ! I am an elementary school teacher and the parent of what I believe to be a gifted child, and it has opened my eyes to a some views I never thought before. The great things about this book is that it doesn't just describe the problem, the second half also offers many, many solutions. It provided me with so many resources with which to advocate for my son within the school system. Highly recommended!
January 15, 2012
Although the writing tends to meander and become repetitive by the end, Davidson's book offers solid, though mostly qualitative, proof that educators need to do more to differentiate for students at the top of the spectrum. Drawing on the mentoring examples of music and citing the dramatic improvements that can happen with grouped high ability classes, Davidson argues that below average students are not the only ones left behind. I tend to agree. Although traditional high school fare (especially with some differentiated coursework such as honors/AP coursework) can be appropriate and challenging for the moderately gifted when combined with extracurricular interests, if these are not enough to challenge, then more needs to be done.
October 27, 2012
Read this one while ruing the days of my childhood that were wasted because no one bothered to figure out how to properly accelerate me. Pull-out enrichment programs aren't the answer, and I know in my case, 13 years of overly easy school led to serious underachievement in high school and a frightening lack of study skills while in college. Plus, virtually no ability to manage time effectively or plan a project incrementally. I got way too used to the "wait until the last second and turn in something half-assed (but still get an A)" approach.
Not sure if my own kids are gifted (certainly not in the manner of the prodigies profiled in this book) but was an interesting read for someone whose own gifted education was mishandled.
Not sure if my own kids are gifted (certainly not in the manner of the prodigies profiled in this book) but was an interesting read for someone whose own gifted education was mishandled.
September 20, 2008
This book is a must read for anyone interested in education, particularly in the United States.
I think if an objective third-party were to analyze our education system, they would conclude that it was designed specifically to squash out genius demoralize (and even psychologically damage!) the highly gifted. Genius Denied offers a number of very practical solutions, some of which the authors have begun to implement themselves.
It should be noted that the focus of this book is on highly gifted and genius-level kids (hence the title), who have almost limitless potential for learning, and for whom the current gifted programs are not even close to enough.
I think if an objective third-party were to analyze our education system, they would conclude that it was designed specifically to squash out genius demoralize (and even psychologically damage!) the highly gifted. Genius Denied offers a number of very practical solutions, some of which the authors have begun to implement themselves.
It should be noted that the focus of this book is on highly gifted and genius-level kids (hence the title), who have almost limitless potential for learning, and for whom the current gifted programs are not even close to enough.
February 17, 2009
Since the title reads, "How to Stop Wasting Our Brightest Young Minds" I was anticipating a book that provided strategies and solutions. The book started out with providing you with stories of highly gifted children and how each of their schools systems failed them. Their stories were of course sad as their situations unfair and they were really being cheated and you really felt that the education system was failing them, but that is as far as it went. I was hoping to see more suggested solutions especially since the authors run a school for gifted children, however all you are provided with is a reference to their website, I suppose something I could've done with a google search.
July 17, 2014
Since the subtitle read, "How to Stop Wasting Our Brightest Young Minds," I assumed that the majority of the book would be about just that. However, 9/10 of it dealt in wagging a finger (or two, or nine) about the injustices of GT kids' needs not being met.
Yes, I get it. I'm on board. That's why I am reading Genius Denied. You don't need to sell me on how our schools create IEPs for special ed kids but allow GT kids to lie in fields of fallow. I want to know HOW to stop it. And I got my answers. All TWO pages of them---and I only had to wade through nearly 200 pages of example after example of kids not getting their educational needs met.
Yes, I get it. I'm on board. That's why I am reading Genius Denied. You don't need to sell me on how our schools create IEPs for special ed kids but allow GT kids to lie in fields of fallow. I want to know HOW to stop it. And I got my answers. All TWO pages of them---and I only had to wade through nearly 200 pages of example after example of kids not getting their educational needs met.
February 21, 2008
This is a book about genius kids. I actually ordered it by mistake for a an education class. It was used and cheap so I didn't bother sending it back, but kept and read it instead. It talks about how America wastes bright minds because of the lack of options for smart kids in our current educational system. I liked the book, and agreed with the author's views. However, it is impossible to please , and teach , everyone in the way that they would like best. Also, I feel like the authors advocate a bit too much for homeschooling.
July 24, 2009
A better title would have been simply Genius Denied. The book is long on examples of what is wrong and short on suggestions about how to make things better. I don’t think anyone involved in teaching or parenting the gifted is unaware that gifted kids are not reaching their potential; I don’t think many of us have great ideas on how to improve things. I think we need ideas on how to improve things.
I am eager to check out the website, www.geniusdenied.com. The book tells about a list of books g/t kids love. That is my next stop.
I am eager to check out the website, www.geniusdenied.com. The book tells about a list of books g/t kids love. That is my next stop.
February 3, 2015
This is a very interesting topic, with extensive references. It's a politically charged subject, and the writing style is somewhat clunky. The authors rely heavily on anecdotal evidence to support their arguments. Even though I happen to agree with much of what they say, it would serve them better to "show rather than tell." Published in 2004, it is somewhat dated, but it is a good jumping off point for a discussion of the state of education in our country.
If we only strive for average, we shouldn't be shocked when other countries leave us behind.
If we only strive for average, we shouldn't be shocked when other countries leave us behind.
February 18, 2015
This is a very interesting topic, with extensive references. It's a politically charged subject, and the writing style is somewhat clunky. The authors rely heavily on anecdotal evidence to support their arguments. Even though I happen to agree with much of what they say, it would serve them better to "show rather than tell." Published in 2004, it is somewhat dated, but it is a good jumping off point for a discussion of the state of education in our country.
If we only strive for average, we shouldn't be shocked when other countries leave us behind. (Rebekah)
If we only strive for average, we shouldn't be shocked when other countries leave us behind. (Rebekah)
September 15, 2017
Information Guide for parents who may find that they have a gifted child on their hands. Or for anyone interested in knowing what challenges gifted children face in the bureaucracy of education private and public. Those who know their child is gifted, will be familiar with the challenges their children face in the system. This book does not only present the problem, it also offers the solution. If you believe your child may be a little different, or have certain abilities that other children probably don't have, then you should consider buying this book, you will not be disappointed.
September 1, 2008
This was a good book looking at how the public schools often fail highly gifted students. I think it is more focusing on the HIGHLY gifted. At least the stories seem to be all of profoundly gifted childeren.
I think it does clearly show how gifted children do not usually get the services they need. How parents need to fight for their childrens rights for an appropriate education. It did have good tips and resources to go to for more information and support.
I think it does clearly show how gifted children do not usually get the services they need. How parents need to fight for their childrens rights for an appropriate education. It did have good tips and resources to go to for more information and support.
November 12, 2017
Any new writing on gifted education is welcomed with the hope that it will keep planting seeds of promise into everyone's minds regarding the lack of knowledge, funding, and opportunity out there for our brightest students. There is no ground-breaking new solution presented in the book, but it is a good summary of what's going on presently in gifted ed and what needs to happen in the future. It is a quick and easy read and recommended for parents and educators alike.
July 9, 2010
This book does have a very good information, but I'm not sure I want to be "that" out there demanding things from the school district. I don't know what the answer is, but this book definitely makes me feel bad and what I'm not doing with/for my children. I think it has a very one-sided view and it could use more balanced view which may have something different to say than pushing for the right of the gifted.
I'm deeply torn and ambivalent about what this book has to say.
I'm deeply torn and ambivalent about what this book has to say.
September 27, 2012
This is an interesting book, but it's kind of a limited topic. The sad part is it doesn't seem like anything has changed about how schools treat gifted children since I was in upper elementary school 30 years ago. I read the first part and shelved this for now because we don't currently have kids in the public school system, and I have limited time to read. I do recommend this for any parent who has a gifted child and is struggling with how to meet their needs.
September 9, 2016
Man was this a hard book to read. It just makes me extremely frustrated about the state of American education. I am not in favor of holding advanced students back to make other people feel better. In fact, if I were in charge, I'd change to a purely mastery-based grade system and throw out all this silliness about age. Peer relationships are not so important that we should throw out individual needs. Grr. This book made me soooo mad.
August 26, 2013
Likely a must read for those with cognitively gifted children and educators. It was easy to read and follow and the messages were clear. The citation was substandard, but the book includes a cornucopia of sources listed for each chapter at the end of the book. They also plugged their website relentlessly, which I'm sure is a great site (haven't visited yet) but annoying and repetitive after a while. Solid 3.5 stars which is getting rounded up to 4.
September 6, 2014
Great book - paints a realistic picture of current trends and issues in gifted education in North America, as well as a bit on the history of gifted education, which is quite enlightening. Gives suggestions for gifted children/youth, as well as parents, teachers and administrators who work with gifted kids on how to help them achieve their intellectual potential. Highly recommended for educators and parents of intellectually gifted children.
December 20, 2014
I wanted to give this more stars on the basis of my (for the most part) agreeing with the overriding sentiment of the book, though admittedly it could be written better. The argument grows repetitive and ultimately fails to broaden the issue to see the bigger picture. This is still an important issue to discuss and resolve, but perhaps a little more is needed than personal anecdotes to encourage real change.
May 20, 2008
A really good book. I was surprised that it was good, because it is written by people who run a private school for exceptionally bright kids, so it could have been written with an agenda: send your child to our school. But it was even-handed and thoughtful about kids in all circumstances. Most libraries have a copy. Interesting reading.
August 18, 2008
Yes! Finally someone understands how I feel! Talks about how short-changed gifted kids are by public schools today in the name of "every one is gifted" or "every one will succeeed"- as in catch up those that are behind while ignoring those that already know. I still feel powerless in getting my kids what they need, besides looking to private schools, but at least I found a published voice!
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