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Three Korean High Schools for the Mathematically Gifted by Kyong Mi Choi and Dae Sik Hon

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Three Korean High Schools for the Mathematically Gifted by Kyong Mi Choi and Dae Sik Hon Gifted Education in Korea: Three Korean High Schools for the Mathematically Gifted by Kyong Mi Choi and Dae Sik Hon Introduction 1998; Holton, 1995; Vogeli, 1997), mathematically and scientifically tal- this paper will present a brief history ented students could attend specialized Korea is one of a few countries of three Korean high schools for the known for its mathematics achieve- mathematically gifted, how those ment. Findings from studies such as the schools operate, and how their math- Trends in International Mathematics ematics curricula differ compared to and Science Study (TIMSS) 1999 those of regular high schools. and 2003 and the Programme for International Assessment (PISA) 2000 Beginning of Gifted and 2003 have consistently shown Education in Korea that Korean students do well in math- ematics. As a result of such compara- Recently, Korean educators have tive studies, there has been a growing become interested in gifted educa- interest in mathematics achievement tion. Until 1969, sixth graders at the international level. Participants took entrance examinations in TIMSS and PISA are elementary, to get into junior high junior high, and high school students, school, where including gifted students. Although educators in other countries have developed schools and programs for gifted students (Donoghue & Vogeli, 42 spring 2009 • vol 32, no 2 Gifted Education in Korea junior high schools along with equally talented peers (Cho, 2003). With the Table 1 implementation of the Equalization Major Differences Between Science High Schools Policy in 1969, entrance examinations and the Korean Science Academy into junior high school were abolished to reduce the competitiveness among Science High Schools Korean Science Academy elementary school students. In 1974, Admissions Middle school graduates and Middle school graduates the highly controversial High School Qualifications current high school students Equalization Policy (HSEP) was Corresponding area within placed into effect, where students Area Restriction the province or city of From all parts of the country were assigned to high schools in their residence Nationalized curriculum (216 In-depth curriculum in math- districts by a lottery system. Critics Curriculum argued that the HSEP was not equi- credits required) ematics and science table or efficient because many poten- Professionals in the area tially gifted students were assigned to Teachers License required without a license are encouraged high schools in their districts without sufficient academic consideration. This concern was very similar to what edu- the Ministry of Education and the regulations regarding things such as cators in New Zealand went through Ministry of Science and Technology tuition, curriculum, and admission before founding the New Zealand operate the Korean Science Academy of students. On the other hand, for Mathematical Olympiad Committee (KSA), although it is not considered a school to be autonomous, it must (NZMOC; Holton, 1995). In 1983, a specialized high school. The KSA support itself financially without any 9 years after the introduction of the selects students from all parts of the funding from the government. This HSEP, the first Korean high school for country. The KSA can modify its kind of school is classified as an inde- gifted students in science and math- courses as needed because there is no pendent private school where selection ematics, the Gyeonggi Science High curriculum regulation, whereas the of students is free from governmental School was founded (H. Kim, 2006; other science high schools are required control and whose tuition should not Kwon, 2007). This was considered to use the national curriculum (Cho, be more than three times that of public the beginning of gifted education in 2003). Table 1 shows the major differ- high schools. Korea. ences between science high schools and the KSA. Another school, the Korean Mathematics/Science Korean Specialized High Minjok Leadership Academy (KMLA) Public High Schools– Schools for Mathematics is an independent private high school, Seoul Science High and Science not considered specialized, but its out- School (SSHS) standing achievements are evidence Currently, 17 public mathematics/ of its significance as an institution for Among the 17 public specialized math- science high schools exist in Korea. the gifted. Among these 19 schools, ematics and science high schools, one They are distributed equally through- this article will review one of the of the best-known schools in terms of out the southern part of the Korean specialized public high schools, the accomplishments of its graduates is the peninsula with one in each province, Seoul Science High School (SSHS); Seoul Science High School located in one in each metropolitan city, and two the Korean Science Academy (KSA); Seoul, the capital of South Korea. The in the city of Seoul and are operated by and the Korean Minjok Leadership Seoul Science High School opened in the Ministry of Education and Human Academy (KMLA). March 1989. Its main purpose was Resources Department. Students can The KSA and KMLA are not spe- to serve mathematically and scientifi- only apply to the school that is located cialized high schools under Korean cally gifted students in the Seoul area in their province/city. However, con- educational regulations. Korean private because ordinary high schools were not sidering the commute time, some high schools, despite being called “pri- able to meet their special needs. Until schools offer boarding for students vate,” receive financial support from this time, there was no significant who choose this option. In addition, the government as long as they follow movement in Korea to educate gifted gifted child today 43 Gifted Education in Korea students for their unusual interests be selected through special screening Education (MOE) offers to all Korean and needs in regular public schools. (Jeon, 2004). high school students. The second science high school, the The second route for screening Enrichment courses include one Hansung Science High School, opened is through “standard selection” via semester on an individual research in 1992, and joined the Seoul Science a series of evaluations of transcripts project, nature explorations and High School in serving gifted students and recommendations, oral tests to investigations, and various lab classes. in the metropolitan area of Seoul. assess students’ creative thinking, and Individual research projects are The SSHS was the first school to interviews. required for all 10th- and 11-grade implement an acceleration system, The third method of screening is students. Students select one topic which allowed students to complete limited to an additional 15% of the in mathematics, physics, chemis- their high school education in 2 student pool for participants of gov- try, biology, or Earth science at the years and enter the Korea Advanced ernment certified gifted centers, those beginning of the school year, plan Institute of Science and Technology returning from foreign countries, or their research, record their activities, (KAIST), considered one of the best children of a person of merit. and present the results of one of their higher education institutions in Korea After screening, the standard selec- research studies to the class at the end specializing in science and engineer- tion process begins. A small number of of the school year. Visitations and col- ing, to pursue their specific interests top-ranked students in Mathematics laborative studies are recommended in mathematics and science. Many or Science Olympiads and those rec- for further experience in the field. In Korean educators did not welcome this ommended by school principals are nature, explorations, and investiga- action because there was no general automatically accepted through spe- tions, groups of students visit specific acceleration system in place. However, cial screening. The remaining students sites to investigate geological features who have a grade point average in the and biological aspects or to perform this program continues to be very suc- top 10% in mathematics and science outdoor experiments. Throughout the cessful with around half of the SSHS classes from their middle school are explorations and research, students are students going on to the KAIST after orally tested and interviewed on site. expected to understand the process of early graduation. Since then, a large From this, 140 students are selected research, set up hypotheses and carry portion of its graduates continue to from the special and standard selection out experiments, analyze results, and enter the KAIST after 2 years of high processes. In addition, as many as 21 derive conclusions. school study. students, or 15% of the pool, from Accelerated instruction occurs underprivileged areas can be selected when students complete the regular Admissions according to the revised 2006 Gifted 3-year mathematics curriculum in a Education Promotion Law. year. The accelerated courses include SSHS selects about 140 (seven This current admission process has college-level mathematics with topics classes of 20 students each) middle only recently been developed. Until in discrete mathematics, linear algebra, school graduates every year. Currently, the 1990s, there was a standardized differential equations, and possibly students can be screened in several entrance exam for specialized high more advanced courses for qualified ways. With “special screening,” pri- schools, including foreign language students.
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