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 mathematics. 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. Close association with uni- ority is given to winners of various high schools. versities and institutes yields distinct national Olympiads. A maximum of opportunities, such as lectures on cur- 36 students who have won medals in Curriculum rent topics by famous scholars and the Korean Mathematics, Science, or professors, to stimulate student inter- Information Olympiads are admitted Although SSHS is a public school, est in the fields and trends of high-level by this method. Additionally, those it has partial autonomy in choos- mathematics and science. who have been chosen to participate in ing courses to offer its students. Preparation in the Mathematics and International Olympiads are accepted According to the school’s 2005– Science Olympiads is an important without further processing. Up to 20 2006 curriculum plans, students are part of what special programs provide. students who are within the top 2% in required to take a certain number of Students are selected based on achieve- their science and mathematics classes accelerated and enriched mathemat- ment on preassessments and individual at their school and recommended by ics and sciences courses in addition to interest. For Olympiad preparation their middle school principals also can regular courses that the Ministry of courses, teachers at the SSHS continu-

44 spring 2009 • vol 32, no 2 Gifted Education in Korea ally develop mathematics and science Olympiad team with two peers from they are already knowledgeable in their materials in accordance to Olympiad other schools and received two gold subject areas. In this way, teachers do preparations. Selected students are medals and one silver. In 2006, three not lose their academic focus and offered enrichment courses. Textbook participants of the IMO were SSHS remain engaged as scholars. Observing content in these courses are more students and two were awarded gold their teachers’ learning and studying is advanced than those of Korean college and one was awarded silver medals. one way students are able to find role freshmen courses, such as probability For the Physics Olympiad that year, models. and statistics, discrete mathematics, the three students who participated all and advanced mathematics and calcu- won gold medals. Three students par- Independent Private lus. If necessary, mathematicians and ticipated in the Chemistry Olympiad, High School—Korean scientists from higher educational or with one winning silver and two being research institutions are invited to give awarded gold. Minjok Leadership lectures in advanced topics. The main The true value of students’ abili- Academy (KMLA) goals of the courses are to develop stu- ties, however, is seen after graduation. dents’ scientific research abilities and About half of the students graduate in In 1996, philanthropist Myung-Jae creative problem solving. Students also 2 years and enter the KAIST major- Choi started KMLA with his long- may find areas of interest while taking ing in science or engineering. Most term educational philosophy to culti- theoretical and experimental courses. students who graduate after the third vate young gifted and talented students Although this school specializes year enter prestigious Korean univer- to be future leaders of the world. The in mathematics and science, courses sities and some go abroad, mostly to school he built was radically different in foreign languages, literature, eco- the U.S. A large proportion contin- from any existing Korean high school. nomics, and social science also are ues their studies in various graduate The school was built in a rural area far emphasized as much as they are in the schools, including medical or law from Seoul so that the environment regular secondary school curriculum. schools. According to the principal would not be disturbed. Because of Considering the intelligence of its stu- of the SSHS (H. Kim, 2006), within its location, it was uncertain if many dents, the school provides many elec- the 17-year history of the school, the students would want to attend. Mr. tive courses such as advanced foreign SSHS has produced 2,331 graduates. Choi’s principal ideology of the school languages and international history. Among them almost half (47.6%) seemed too ambitious to fit the public’s Foreign language courses are taught entered Seoul National University common understanding of schooling. by native speakers of the language, and close to one third (29.6%) entered Despite these issues, he opened the which is not usual in Korea. In fact, KAIST. Moreover, 217 graduates have school in 1996 using his own financial the school has an “English Only Zone” earned doctoral degrees and more than backing. where only English must be spoken in 300 are in doctoral programs. In its first year, 30 students entered this area. In addition, events such as the KMLA and about half continued. drawing or essay-writing competitions Teachers The dropout rate may be explained take place every year for students to by distinctive Korean educational present and develop their abilities in Teachers are hired at the discretion characteristics, which relate to col- these areas. of the principal. A number of teachers lege entrance exams. College entrance hold master’s degrees in related fields examinations are highly competi- Students and some hold doctoral degrees. In tive in Korea and generally almost addition to these full-time teachers, all high school seniors, not counting Every year, the SSHS sends stu- lectures about recent developments high school seniors in vocational high dents to the International Mathematics in the science fields are provided once schools, want to enter certain univer- Olympiad (IMO) and other science a month by outside speakers, mostly sities. Most colleges and universities Olympiads with astounding results. At professors or doctors in related fields. have similar criteria, which include the 2007 IMO, the six-member Korean With such highly qualified teachers, high school grades in terms of ranking team comprised of four SSHS students students can access more advanced of students, not just grades themselves was awarded a total of six gold and sil- knowledge and pedagogical methods. (30%), a once-a-year standardized ver medals. Three students from the Teachers in the SSHS continue to entrance exam called Su-Nung-Shi- school made the International Physics research one topic a year even though Hum (thecontinued Scholastic on pageAptitude ?? Test

gifted child today 45 Gifted Education in Korea

for College Entrance; 40%), and an select highly gifted students who are the Discussion/Debate step, students essay and interview (30%). Most likely, attracted to its English-only policy, its discuss and exchange ideas with peers KMLA students worried about their highly qualified teachers, tuition-free and develop deeper and critical think- high school ranking. It is possible that system, and its educational philosophy. ing abilities. From this step, students all of them would be top-ranked if they Today, the KMLA accepts 15 classes build logical thinking, the power of attended any other high school, but at of 10 students each, 150 students, persuasion, and an effective way to KMLA, a student could be ranked at through a very competitive admission present their own thinking. Through the bottom and lose 30% of the stan- procedure. Writing/Tutoring, students make sure dard criteria, which would be guaran- In the initial documentation screen- there are no deficiencies in their knowl- teed if they attended any other school. ing of the admissions process, students edge and understanding in one-on-one This was a critical consideration for have to provide their GPA, records of sessions with their teachers. the KMLA administration. In par- awards such as Olympiads, and cer- In addition to offering courses tial response to maintain its student tificates. Although there is no spe- within the curriculum guidelines of the population, the school began study- cific GPA requirement, admission is Ministry of Education, the KMLA has abroad classes. These classes have been extremely competitive with students a distinctive innovative curriculum. considered successful because of the in the top 3% considered eligible. Accelerated and enriched courses are continual increase in the number of Winners of various Olympiads are offered throughout all mathematics students attending prestigious colleges desirable as well. Because the policy of and science classes. Inviting outside abroad. In 1999, among the first grad- the school is to use English, students lecturers in science courses allow stu- uate class of the KMLA, two students are required to show basic ability in dents to stay current in the field. One entered schools abroad after complet- English, through the Test of English example is inviting a distinguished ing high school in 2 years, with one as a Foreign Language (TOEFL). scientist to explain the contribution entering Cornell University. In 2001, Those who successfully pass the of the Nobel Prize of the year. During three students entered MIT, Columbia document screening go on to a writ- vacation, students visit institutions University, and Amherst College. By ten examination that measures logical, and universities to research and learn 2006, 138 of its 341 graduates con- creative, and rational thinking abili- about topics not covered in the school tinued further studies in prestigious ties and problem-solving skills. For curriculum. Many elective courses are universities around the world. those who pass this step, oral tests on available, especially for those who have There are several unique and inter- academic knowledge and humanity, interest in the Olympiads. Invention esting characteristics about the KMLA. as well as an examination of physical competitions and exhibitions of stu- First, students wear traditional Korean strength, are given. If a student’s family dents’ projects also broaden students’ clothing called Hanbok in observance is not able to pay the tuition, which is avenues to explore. of their national spirit despite their no longer free, the school offers schol- In 2006, the College Board recog- pursuit of accelerated modern learn- arships to cover tuition and boarding nized the KMLA as having the stron- ing. The second interesting fact is the expenses. gest AP courses in the world (College “English Only” policy in classes aside Board, 2006). Because students of the from Korean literature and Korean Curriculum school often plan to enter universities history. This policy is based on Mr. in the U.S., Advanced Placement (AP) Choi’s conviction that speaking per- A slogan at the KMLA is a “3-step courses undoubtedly help students in fect English is essential for students to education,” which includes (1) their preparation. be global leaders, as the name of the Teaching/Lecture, (2) Discussion/ The school develops nonacademic school reveals. Debate, and (3) Writing/Tutoring. abilities in leadership. Students are During Teaching/Lecture, highly dedi- encouraged to participate and earn cer- Admission cated and well-prepared teachers pre- tificates in foreign languages, including pare gifted students for advanced-level French, Chinese, German, Spanish, The KMLA is not considered a learning by lecturing and discussing and English; Tae Kwon Do or other specialized gifted high school like the basic concepts for concrete under- Korean sports; artistic performances; Seoul Science High School by the standing. Students can always approach and reading classical literature. These Korean educational system. Despite teachers to ask questions and polish are certainly areas that the academi- this, the KMLA has been able to their ideas after school hours. During cally intelligent could care less about

46 spring 2009 • vol 32, no 2 Gifted Education in Korea than academics, but at the KMLA, dents advanced to the International being instructed by a professor at students are encouraged to be a part Biology Olympiad with one gold Pusan University. This kind of oppor- of these programs. and one silver awarded while another tunity allows students and teachers to brought home a gold medal from the stay up-to-date. Being around famous Students International Physics Olympiad. mathematicians and scientists offers an Most graduates of the KMLA enter abundance of role models for students The KMLA student body is well- prestigious universities in Korea, the to emulate. known for its out-of-school activities. U.S., England, Japan, and China. It One of the benefits of residential Their volunteer activities often are was big news when a first-year graduate school is cooperative learning outside shown in Korean media. Some exam- of the KMLA entered an Ivy League of the classroom. Because all students ples include teaching children from college because the preparation pro- live in the dormitory, they spend most poor and rural families and offering cess is completely different from that of their time with peers. During classes interpretation services for international of Korean colleges. So far, about one or after school, students discuss what events (Kim, 2007). KMLA students’ third of its graduates have entered they have learned and exchange their generosity has been featured in a major well-known universities in the U.S. thoughts. newspaper in recognition of their vol- The Wall Street Journal (Gamerman, unteer activities and community ser- 2007) reported that the KMLA is one Korean Science Academy vice (S. H. Kim, 2006; Lee, 2008). of two foreign high schools ranked in While students earn many awards in the top 50 high schools with the best (KSA) singing, sports, recitation of poetry, record of graduates attending the top and plays, their peers at other schools eight colleges in the U.S. In 2000, the Ministry of Education spend time preparing for the college and the Ministry of Science and entrance exam, which is considered the Teachers Technology proposed the law for the most important aspect in Korean high advancement of gifted education. After school students’ lives. Hiring qualified teachers, especially studying exemplary specialized schools In terms of academic achievement, for gifted students in a rural area, is in Russia, lawmakers decided to adopt the KMLA’s Web site lists students especially difficult. The school also the bill and found such a school. who have received awards from vari- wants teachers who are able to lead Among existing science high schools, ous Olympiads and academic compe- classes in English and native-speaking the Pusan Science High School was titions (KMLA, 2007). The KMLA teachers to teach foreign languages. evaluated to be most suitable to con- proudly reports that more than 3,000 Thus, the founder of the school offers vert. Thus, in 2003, the Pusan Science of its students have earned recogni- at least 1.5 times more salary than High School was reorganized and tion from national and international what public schools offer. In addition renamed the Korean Science Academy competitions during its 10-year his- to the higher salary, the school also (KSA). The KSA has a unique system tory. In 2007, KMLA students par- provides teachers’ housing. in which students graduate as soon as ticipated in the American Invitational From the principal to its faculty, the they complete the required credits, Mathematics Examinations (AIME). staff at the KMLA is well-qualified. similar to what college students do. The KMLA was awarded the AMC 12 The principal is a former secretary of The committee studied Russian, School Honor Roll where three of its the Ministry of Education and a for- American, and Israeli special schools students advanced to the United States mer dean of the education department before designing the KSA. To learn of America Mathematics Olympiad at Seoul National University. Teachers from their systems and promote (USAMO). In 2006, one student won at the KMLA hold at least a master’s student collaboration, the KSA has gold at the IMO and one won at the degree in relevant subjects. associations with other famous inter- International Chemistry Olympiad; Lecturers from universities and national specialized schools, such another student won a gold medal at other institutions are an important as the Kolmogorov Mathematics the International Biology Olympiad part of the KMLA. Also, students and Science School, 239 Physical- in 2005. Two students presented their have opportunities to visit institu- Mathematical School in St. Petersburg, work at international conferences and tions and universities to research areas the Illinois Mathematics and Science were published in a SCI-expanded of interest. For instance, two students Academy (IMSA), and the Israel Art magazine. In 2004, two KMLA stu- in 2005 published their work after and Sciencecontinued Academy. on pageFor example, ?? as

gifted child today 47 Gifted Education in Korea

a result of collaborative work, one KSA dents and interview each to make a during vacation to participate in exper- student and a Russian student recently final determination. iments or in-depth studies. At the end published together in a chemistry jour- of the year, participants write a paper nal. Interchanges with such schools Curriculum on what they have studied and present encourage teachers to make more of an the results. Seniors perform another effort to guide and stimulate talented The academy is a 3-year program; type of research called a “graduate the- students to broaden their perspectives. however, students who are eligible sis” for a semester under an advisor. To The Pusan Science High School to accelerate can graduate as soon as maintain the quality of the study, each opened in 1991, and its students have they successfully complete 135 credit advisor is only allowed to work with up shown enormous abilities in math- hours of courses. Students with a 3.7 to six students per semester. ematics and science. Students have or above GPA the previous semester received awards from various com- can take as many as 28 credit courses Students petitions and recognitions and have the next semester. During summer entered prestigious universities and sci- and winter breaks, students may take The KSA began in 2003 and grad- ence institutions in Korea and the U.S. courses as well. In this way, students uated one class of 144 students in After the Pusan Science High School are able to graduate early and enter the spring of 2007. However, their reorganized to be the first science acad- KAIST, SNU (other Korean universi- achievement in terms of continu- emy, the city of Pusan opened a new ties do not accept early graduates), or ing study is impressive. Only seven science high school to serve the area. universities overseas. students, who decided to study in Students who graduate from the The KSA curriculum requires 170 nonscience areas, dropped out of the KSA can enter highly ranked universi- credits to graduate including 135 cred- KSA; 17 went to schools abroad such its of subject courses and 35 credits of ties such as Seoul National University, as MIT and Columbia University; research activity. Korea has a national KAIST, and Pohang University of 24 were accepted to Seoul National curriculum that requires all educa- Science and Technology (PUST) University; 89 to KAIST; 16 to PUST; tional institutions to teach its students without any screening process. In and 5 entered other universities. Many the same basic knowledge. Subject the current Korean college entrance of the graduates were awarded schol- courses consist of basic courses and competition, this guaranteed special arships from different institutions professional courses. Basic courses set admission demonstrates the merit of and from private sectors as well. In forth by the Korean national curricu- specialized education for the gifted. lum require the teaching of subjects 2005, two students participated in the such as Korean history, art and physical International Physics Olympiad and Admissions education, moral education, and social International Astronomy Olympiad, sciences and are offered every semes- which resulted in two gold medals. Unlike science high schools, stu- ter with a requirement of at least 27 dents from any part of the country credits. Professional courses include Teachers can apply to the KSA. The KSA has accelerated and enrichment courses in a three-step admission process. First, mathematics, sciences, and technology. As of 2007, the ratio of students to students are recommended by teachers The proportion of professional courses teachers in KSA is approximately 7:1. and submit portfolios, which clearly is about 60% of total courses offered. Out of 88 teachers in 2007, more than show the individual’s achievement In addition to the two types of half (53.4%) have doctoral degrees in and talent, personal statements, and traditional courses, students work on relevant fields. Because the KSA is records of awards. For those who pass individual research and extracurricular supported by the Ministry of Science the first round, applicants’ creativ- activities. Each student chooses a topic and Technology, it maintains a close ity and problem-solving abilities in of research at the beginning of the relationship with the Korea Advanced mathematics and science are assessed school year in the area of mathematics Institute of Science and Technology, by oral and written tests. At this stage, or science. The research is carried out with some KSA faculty members being the admission committee selects 216 throughout the school year. Students professors at the KAIST. Also, students students and invites them to a science work on their individual projects on frequently go to SNU and PUST to camp. During the 5-day camp, staff Saturdays and are encouraged to visit get assistance for their research courses, members observe and evaluate stu- universities or research institutions and professors of those universities

48 spring 2009 • vol 32, no 2 Gifted Education in Korea come and visit the school to support • Seoul Science High School: http:// Street Journal. Retrieved January 1, students’ learning. www.sshs.hs.kr/doum/index.jsp 2008, from http://online.wsj.com/ In addition to the high qualifi- • Korean Minjok Leadership Acad- article/SB119638146482608732.html cations of its teachers, the teachers emy: http://www.minjok.hs.kr Holton, D. (1995). Nurturing mathematical talent in New Zealand. The Math- participate in continuous training •· Korean Science Academy http:// ematics Teacher, 86, 514–517. www.ksa.hs.kr in gifted education and pedagogical Jeon, Y. S. (2004). Youngjaegyoyookwon methods. The school sends its teach- s u r y o h aksaenge d a e h a n ers to internationally famous special Additional Resources gwahakgodeunghakgyo jungwon ioe schools for the gifted and talented, sunbalui tadangsung bunsuk [Analysis such as the Illinois Mathematics and Korea Institute of Curriculum and Evalu- on appropriateness of selecting graduates Science Academy (IMSA) in the ation (KICE). (2004). The results from of gifted programs beyond the quorum U.S. and the Kolmogorov Math and TIMSS 2003 and PISA 2003. Seoul, of science high school]. Journal of Gifted/ Science School in Russia. Thus, the Korea: Author. Talented Education, 14(4), 47–70. Kim, D. J. (2007, February 28). faculty is academically and pedagogi- Korean Educational Development Insti- tute. (2006). An enforcement ordi- Kukjedaehyue tongyuk gukjung dduk cally well-supported. nance of the gifted education promotion. [No more worry about translator Retrieved September 25, 2008, from for international events]. Kang Won Summary http://eng.kedi.re.kr Ilbo. Retrieved September 17, 2008, Ministry of Education in Korea. (1997). from http://www.kwnews.co.kr/view. This paper introduced three special- The Seventh National Mathematics Cur- asp?aid=207022700080&s=501 Kim, H. J. (2006). A comparative study on ized Korean high schools for gifted riculum. Seoul, Korea: Author. gifted education for mathematics in Korea students. It presents some insights on Ministry of Education, Science, and Tech- nology. (2008). Ministry of Education, and foreign countries. Unpublished mas- gifted education in Korea in terms Science, and Technology. Retrieved ter’s thesis, Dankook University. of admissions criteria, curriculum October 18, 2008, from http://english. Kim, S. H. (2006, August 5). “Gongbuey offered, and the student and teacher mest.go.kr dalindul” arumdaun bongsa [Beauti- population at these three different OECD. (2001). Knowledge and skills ful volunteers masters in their stud- types of schools. The review of spe- for life: First results from PISA 2000. ies]. Kukje Shinmoon. Retrieved cialized, science, and private schools Retrieved from http://www.pisa.oecd. September 17, 2008, from http:// offers a glimpse at their similarities and org/dataoecd/44/53/33691596.pdf www.kookje.co.kr/news2000/asp/ news.asp?gbn=v&code=0300& differences and clear distinctions when OECD. (2004). Learning for tomor- key=20060805.22004212911 compared to regular high schools. By row’s world: First results from PISA 2003. Retrieved from http://www. Korean Minjok Leadership Academy. attending schools where their peers oecd.org/document/55/0,3343,en_ (2007). Welcome to Korean Minjok are equally talented in mathematics 32252351_32236173_33917303_1_ Leadership Academy. Retrieved Octo- and science, taking advanced classes, 1_1_1,00.html ber 25, 2007, from http://www.minjok. and having chances to attend schools hs.kr Kwon, N. K. (2007). A comparative analy- abroad, gifted students have better References support than students who attend sis of the special mathematics education in high school gifted between Korea and other high schools. Administrators Cho, S. H. (2003). A plan to expand and U.S.A. Unpublished master’s thesis, and educators still need to develop to develop science high schools. Seoul, Daegu University. equitable admissions standards and Korea: Korean Educational Develop- Lee, M. W. (2008, March 17). Minjok suitable curriculum and experiences ment Institute. sagwango haksaengdul youngagwaewe to further enhance the gifted students’ College Board. (2006). Advanced Placement bongsa [English tutoring volun- high school experience. GCT report to the nation 2006. New York: teers from the KMLA]. Kang Won College Examination Entrance Board. Ilbo. Retrieved September 17, 2008, Author Note Donoghue, E., & Vogeli, B. (1998). Cuba’s from http://www.kwnews.co.kr/view. schools for the mathematically and sci- asp?aid=208031600011&s=501 entifically talented.Gifted Child Today, Vogeli, B. R. (1997). Special schools for Information about the three schools 21(3), 32–35. the mathematically and scientifically in the paper was obtained from the Gamerman, E. (2007, November 30). talented. New York: Teachers College schools’ Web sites: How to get into Harvard. The Wall Press. continued on page ??

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