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Student Outcomes Student outcomes involve student behaviors that educators specify at a particular developmental point in a child’s life. These outcomes provide the basis for creating worthwhile learning experiences . They also set a time standard for appropriate expectations and for assessing the learning that has taken place. An example of an outcome may involve a gifted third-grade student to preparing a science project using a scientific process, selecting a topic of interest, reading a lot about the topic, designing an experiment to test a question of interest, completing the experiment, and communicating the results through a poster and oral presentation. Another example may involve gifted ninth-grade students conducting a community survey, using basic statistics, on a topic of interest. Parenting children outcomes for gifted children should include or be:appropriately challenging for gifted students at the requisite stage of development, linked to a specific area of study within the regular school curriculum, worthy of instructional time and student independent time, and assessable through authentic approaches. How Learner Outcomes for Gifted Students Differ from Other Student Outcomes The major differences between gifted student outcomes and the general student population outcomes lie in, 1) the scope of the outcome,2) the stage of development at which it is expected, and 3) the proficiencies necessary to achieve it at a high standard. Below is a list of ninth-grade English curriculum outcomes for all learners that were developed specifically for gifted students at that same grade level. Generic

• Comprehends a variety of materials.
• Is familiar with the structural elements of literature.
• Develops an understanding of the chronology of American literature.

Evaluates diverse materials according to a set of criteria or standards. Creates a literary work in a self-selected form, using appropriate structural elements. Analyzes and interprets key social, cultural, and economic ideas as expressed in the literature, art, and music of America at 40-year intervals. The examples in the gifted set are consistently more challenging, broader in scope, and more focused on specific higher level thinking tasks. These outcomes challenge the students to master the basic underlying skills necessary to undertake required tasks (e.g., that students can not only comprehend what they read, they can apply it, as well), and develop multiple perspectives within and across areas of knowledge.

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