Each year the Institute for Educational Advancement (优蜜视频) awards the (CDB) to approximately 30 highly-gifted students. The scholarship provides funding to attend a high school best suited to meet their unique intellectual and personal needs as well as individual support, educational advocacy, and access to a network of like-minded peers. The program, which began in 2002 and is generously funded by The Lynde and Harry Bradley Foundation, is the only merit-based, need-blind scholarship of its kind in the U.S. To date, 优蜜视频 has awarded 235 scholarships and our alumni are already making their mark on the world.

Several alumni are currently volunteering their time and talents in support of 优蜜视频:

Byron Lichtenstein

As member of the CDB Class of 2002, Byron was one of the program鈥檚 very first scholars. He attended the Lick-Wilmerding High School in San Francisco and then Harvard College. Byron is also an alumni of and .

Byron is presently a Vice President at Insight Venture Partners, a venture capital and growth equity firm based in New York. He focuses his time at Insight on new software investments as well as on strategy and operations within their portfolio of companies. Prior to this position, he worked at Bain & Company as a management consultant and also at the Bill & Melinda Gates Foundation as part of their Global Health Discovery team.

Coming full circle, in January 2017 Byron became a member of the , where he has already made significant contributions as a member of the Audit Committee. Byron says, 鈥淚 owe a lot to the 优蜜视频 community as they have been there at every major step in my life and I am looking forward to the opportunity to give back. 鈥�

Jianna Lieberman

As a 2004 CDB scholar, Jianna attended Riverdale Country School in Bronx, New York for high school, where she thrived in the liberal arts program. She went on to attend the Maryland Institute College of Art, earning a BFA in Graphic Design.听 Of the CDB program, Jianna says, “Riverdale taught me so much in the way of humanities that I could take the time to cultivate the creative side of my brain, and that wouldn鈥檛 have been the case without the Caroline D. Bradley Scholarship.鈥�

Jianna currently works in advertising where she focuses on web and app design, social media content design and calendaring, and overall digital marketing strategies.听She is also in the process of applying to graduate school where she will pursue an MBA. In wanting to give back to 优蜜视频, she served on the 2017 CDB West Coast Selection Committee and is lending her expertise to further 优蜜视频鈥檚 marketing efforts.

Paul Cresanta

2008 CDB scholar Paul Cresanta is from Colorado, but found that The Thatcher School in Ojai, CA was the best match for his high school experience. After Thatcher, he enrolled in Pomona College where he double majored in Russian and European Studies and Linguistics. In May he earned his B.A. from Pomona and is currently spending the summer interning with 优蜜视频 before he begins his career as a language analyst at the Department of Defense.

At 优蜜视频, Paul is assisting in the 2017 CDB finalists鈥� interviews. Since he has been on the other end of the process, he helps put the students at ease and is able to answer questions from the point of view of a program scholar. He is also lending support to the Yunasa program as a coordinator and counselor. Paul says the CDB scholarship was 鈥淟ife Changing- with a capital L,鈥� and that is why he wanted to do his part to give back to 优蜜视频. 鈥淚, like so many of my fellow alumni, want to use what I have been given to make a positive impact.鈥�

优蜜视频 is so thankful for Byron, Jianna, and Paul as well as all of our alumni who are making contributions to their communities and the world!

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As the program manager for the Caroline D. Bradley Scholarship, I am often asked by the CDB community if Advanced Placement (AP) classes and the culminating AP exam is the best 鈥渇it鈥� for a gifted student. AP courses have long been considered the gold standard for high achievement in upper level high school coursework. The classes are modeled on college courses and meant to represent the difficulty and breadth of material that students are expected to handle when they get to college. For that reason, some colleges give incoming freshmen credits or allow them to pass out of introductory courses if they score a three or above on the AP exam (exams are scored from one to five).

While every gifted student is a unique individual, for many who have long been stymied in general education classes, the promise of an AP curriculum comes with the following preconceptions: AP classes move faster than other classes covering the same subject matter, classmates are more motivated and likely to do the work in an engaged, enthusiastic manner, and the more talented teachers land the AP class assignments. Many gifted students are quite adept and facile at memorizing vast amounts of material which is an added plus within the fact-dense AP curriculum. But, as more high schools abandon AP programs in favor of crafting their own advanced course offerings, the efficacy of the AP program for gifted students is being questioned by secondary and collegiate institutions throughout the United States.

Statistics bear out that in many nationwide high schools, AP classes are more popular than ever, as students seek a leg up in the competitive college admissions process. But within the past five years, the trend is changing, as some of the most elite schools in the country are opting out of the AP frenzy, saying they can design better and more rigorous courses on their own that won鈥檛 force them to adhere to someone else鈥檚听 curriculum and timeline and force teachers to 鈥渢each to the test.鈥� Administrative and faculty detractors who have abandoned the AP program state, 鈥淥ur major complaint with the AP courses was that it was a race for breadth against depth.鈥� And instead of replicating a college level course in high school, some schools who have left the AP curriculum say they can go one better鈥攑artnering with local colleges so their students can actually take classes and garner individual internships on site.

The pro AP argument that AP credits allow high scorers to skip introductory college courses and, perhaps, graduate in less than four years, is no longer valid for two reasons: 1)increasingly, colleges and universities are abandoning the practice of granting automatic acceleration based on AP scores, 2) 听and many of the highly selective colleges and universities gifted students want to attend are bypassing AP exam results and require students who want to move past intro classes to take鈥攁nd pass– their own mandated proficiency exams to prove they meet that institution鈥檚 highest standards in a given subject.

Among the CDB high school administrators I spoke with who chose to phase out the AP program, the decision to move away from AP鈥檚 did not come easily and, in all cases, followed a highly participatory, multi-year long conversation with students, faculty, parents, trustees and college admissions officers. Lick Wilmerding High School in San Francisco opted out of AP courses because: 鈥淟WHS teachers want to create innovative, rigorous courses that are 1) relevant, compelling, and impelling, 2) aligned with current knowledge and best practice in their fields and 3) reflect teachers鈥� particular passions and the school mission. We know, both from experience and research literature, that our teachers are most successful at engaging our students when these three goals frame the work they do. It was also the case that LWHS programs have, for many years, been truncated and eclipsed by the intrusion and distraction of AP exams during the first three weeks of May, well before the school year is over.鈥�

Those schools who have done away with AP curricula found that the AP program became a limiting, rather than enriching, factor in their school鈥檚 determination to provide what has been described as a 鈥�21^st Century educational experience for its 21^st Century highest achieving students.鈥� The Urban School in San Francisco also no longer offers AP courses, nor does Riverdale Country Day School in New York. Dominic Rudolph, Riverdale Country鈥檚 Head of School, said, 鈥淚 think it鈥檚 sort of an impoverished view of expecting kids to learn a bunch of stuff and parrot it back to you. These kids have to be better critical thinkers, they have to be better communicators, and I don鈥檛 think passing the AP test necessarily gives them those skills.鈥澨� When Scarsdale High School, an affluent public school outside Manhattan, did away with AP classes in 2007, the school superintendent said, 鈥淭eachers felt driven to cover what was on the AP test, 鈥榞aming鈥� their classes by teaching with only the test in mind鈥� and that it was the teachers who asked for the change to a non-AP curriculum.

Unfortunately, it seems that the choice not to offer AP classes is happening in mostly affluent schools. Cash-strapped schools may not have the resources- time or money- to design and implement specialized courses that emphasize depth or have the necessary outreach to work with nearby colleges and universities to incorporate college-level classes and appropriate teacher training into the curriculum. If high schools don鈥檛 offer AP classes and are not able to incorporate their own 鈥渉onors鈥� level classes in their place, they run the risk of being harder to tout the accomplishments of their highest level students to college admissions staff.

Research connecting AP participation to positive college outcomes has been conducted since the program鈥檚 inception by non-profit organizations, institutions of higher education and the federal government. Pro-AP advocates stress that there is strong evidence that participation in AP programs correlates with student achievement in college, including higher GPAs, more credit hours earned, college readiness and college completion. A college counselor at the renowned Chicago Laboratory School noted, 鈥淪tudies that simply establish that students who are involved with the AP program in high school perform better in college do not necessarily provide proof that that AP program caused the students to be successful in college. Students who have the motivation and study habits to take AP classes in the first place have those same attributes upon reaching college,鈥� argues the counselor. 鈥淪o how can we know if it was the program that caused these students to do better in college?鈥� To date, no longitudinal study has been implemented to target the success of gifted students in college based upon their participation in AP programs in high school.

To provide some background on how the AP program came to be, following World War II, American educators sought a way to bridge the widening gap between secondary and higher education. The Ford Foundation created a fund that supported two committees studying education. The first study was conducted by three prep schools- the Lawrenceville School, Phillips Academy and Phillips Exeter Academy鈥攁nd three universities鈥擧arvard, Princeton and Yale. In 1952, this consortium issued a report which recommended allowing high school seniors to study college level material and take achievement exams that allowed them to attain college credit for this work. The second committee developed and implemented the plan to design and choose an appropriate curriculum.

A pilot program was run in 1952 covering eleven disciplines. The non-profit College Board has run the AP program since 1955. The first year of its inception, 104 high schools and 130 colleges participated in the College Board鈥檚 AP program. In the 1960鈥檚, the College Board focused on training high school teachers in the new curricula. And in the 1980鈥檚 and 1990鈥檚, the College Board worked to get more minority and low-income students into AP classes. In 2006 over one million students took over two million AP Placement examinations. Any student is eligible to take any AP exam regardless of participation in its respective course; therefore, home-schooled students and students from schools that do not offer AP courses have an equal opportunity to take AP exams. 听Financial aid is available for students who qualify for it.

With tests currently available in close to 40 subject areas, College Board, in an attempt to stay ahead of the AP critics, reports that it constantly reevaluates and changes its offerings, which are developed by committees of college faculty members and AP teachers.

Since the AP program was initiated (as more than a pilot program) in 1955-56, the research supporting and documenting the academic impact of the instruction in these courses on students has been very limited. Several studies have investigated student and teacher satisfaction with AP courses, and researchers have conducted limited investigations of the educational success of students who have participated in the AP program.

In 2006, a lengthy report was published by the National Research Center on the Gifted and Talented called 听 23 high schools from seven states were chosen for participation in this study. Selected schools represented varied geographic regions and levels of community size, a range of school poverty levels, diverse cultural groups of students in the AP courses and/or IB programs and variations in the scope and services of courses and programs offered to highly-able secondary school students. Within the 23 selected schools, approximately 200 teachers, 300 students, 25 administrators/coordinators and eight counselors participated in classroom observations and interviews. Documents such as teachers鈥� planning and instructional materials, program literature and communication materials were collected and analyzed over the five year period of the study.

*(For the purpose of this post, I will only be addressing the AP findings鈥攏ot the IB鈥攆rom this study, even though the findings proved to be quite similar among both programs.)

Several important themes emerged from this study related to the question of how teachers conceptualize and implement curriculum and instruction for gifted learners in AP classes.听 Classroom observation and teacher and student interview data indicated that AP teachers tended to view their students as a homogenous group and, as such, designed curriculum and instruction in accordance with their expectations of the class as a whole, rather than in accordance with expectations and performance of individual students.

Most AP teachers鈥� decisions about curriculum seemed to follow a similar pattern. Guided by the belief that high school performance on the end-of-course AP exams was the ultimate goal of the course, teachers first and foremost considered what material would be tested and used that to determine course content. Belief in the need for student exposure to the entire curriculum and constrained time limits led to one-size-fits-all curricula with minor modifications when it came to setting the pace at which content was taught in response to the general level of understanding. Teachers considered individual student needs as they arose, particularly when a student seemed to be falling behind, but provided extra work for more advanced students very infrequently. Teachers鈥� beliefs that AP students were a homogenous group, and that any differentiation of the curriculum for students would entail 鈥渄umbing down鈥� the content, led them to make few, if any, provisions for academic diversity in the classroom.

The study found that AP teachers鈥� instructional decisions were guided primarily by the goal of 鈥渃overing鈥� a large amount of content by the time the tests were given in early May. As a result, AP teachers tended to choose what they perceived to be the most expedient instructional method鈥攍ecture鈥攁nd to forgo instructional methods they perceived to be more time-intensive (such as experiments, hands-on activities, in-depth investigations, individualized student-led research). The shared belief among AP teachers was that learning equates with exposure to content, not with making meaning out of in-depth consideration of ideas. Multiple studies have delineated that lecture-based learning is among the least successful鈥攐r enjoyable鈥攁mong gifted students who find little opportunity to participate, ask questions or provide content in a lecture format.

While AP teachers in general felt that they had some flexibility in their choice of instructional methods, what is astonishing鈥攁t least to me鈥攊s the study reports that in NO case were AP teachers observed adjusting their instructional methods to meet the diverse needs of individual learners in their classrooms. It seems that the generally held belief among AP teachers that their students were a purposefully homogenous group of learners left them feeling as though they should not鈥攁nd ultimately need not– make any modifications to their instructional methods to meet the various learning needs and styles of the students in their classrooms who quite often were left feeling marginalized and onlookers rather than active class members.

The majority of students participating in this study were satisfied with the nature of the curriculum and instruction within these AP courses, perceiving them as challenging and representing the 鈥渂est鈥� classes offered at their schools. Students seemed to believe that AP courses were the 鈥渂est鈥� because they were taught by the most experienced teachers, required students to take on the heaviest workload, and were populated by the most advanced students. Most of the students did not question what they were learning, whether or not they found the content interesting or the teachers鈥� instructional methods. Students believed that the courses would ultimately provide them with benefits in the future鈥攚ithout getting into specifics about WHAT exactly these benefits would/might be. The majority of the students in these AP classes described finding respite from many years of unchallenging, inappropriate and even hostile classroom experiences. Many of these students appreciated the opportunity to work with other advanced students and the highly positive, adult-like relationships with their teachers.

The interview data from students who had dropped out of AP programs told a different story, however.听 These students made their decisions to leave the program precisely because they believed that the curriculum, instruction and learning environment of the classes were inappropriate for their individual needs. All of these students indicated that they originally took the courses because they desired greater challenge than that offered in non-AP classes, but that the way the AP courses were taught did not allow them to succeed, feel welcome or learn in the ways they liked to learn.

There are important, significant conclusions from the National Research Center on Gifted and Talented which resonate today; it is still considered to be the critical benchmark for assessing the efficacy of AP curricula for gifted students.听 The study concludes that AP courses provide important educational options for students who, by their last years in our nation鈥檚 public schools, are clearly starved for challenge, interaction with similarly motivated peers, and relationships with teachers who understand them. One concern, however, that emerged from this study鈥檚 findings and has contributed to a growing departure among high schools formerly using AP curricula, is the disturbing picture that AP students鈥� interview responses painted of the grave mismatch between the curriculum, instruction and learning environments within many AP classes that did not mesh with the needs of gifted learners. Many AP students described educational histories riddled with boredom, uninspiring instruction, and curriculum that did not stretch them. A pervasive sense of relief at being 鈥渞escued鈥� from general education鈥攁nd even some supposed honors classes– by the option to take AP courses was evident in most students鈥� responses. Clearly, the level of challenge and the learning environments within AP courses are judged more positively by many advanced secondary students than other classroom environments these students have encountered. However, it鈥檚 not enough that gifted students find the educational experiences within AP classes to be 鈥渂etter鈥� experiences only in comparison to the other unsatisfying courses available to them.

While AP courses are still prevalent among the majority of United States high schools as the most challenging option for advanced secondary school learners, the NRGTC study suggested numerous ways in which the learning experiences of the students populating AP classes could be enriched, including:

• Enriching the curriculum and instruction within AP courses by decreasing the breadth of content to be covered within the scope of the courses and increase depth of subject matter
• Emphasizing the benefit of experiencing genuine challenge over other rewards for taking AP courses that may or may not ultimately be recognized as college credit
• Provide AP teachers with skills in delivering a differentiated curriculum and using varied instructional strategies to meet the needs of a broad range of gifted students
• Investigate options for gifted and talented secondary learners beyond AP courses

As with many areas of gifted education, research comparing alternative options for the wide variety of secondary level students who are labeled as gifted or who have the potential to develop as gifted adults is needed when it comes to determining how 鈥渂est鈥� to challenge, engage and prepare gifted students for the next chapter of their academic experience.

鈥淩eally, what colleges are interested in is that a student has taken the most rigorous coursework available,鈥� a self-described AP U.S. History 鈥渄ropout鈥� teacher told me.听 鈥淥ne more transcript with three more AP courses looks like a thousand other transcripts. A transcript with solid standardized test scores and interesting courses like American Studies or Science Writing, from a good school, with good results by good students helps that student stand out more in the competitive admissions process rather than hindering students.鈥�

Whether via an AP program that allows for more individualized teaching approaches or an honors-level alternative course, the gifted student who is able to flex his/her academic muscles in classes that aim for higher-level analysis and in-depth learning over rote memorization of facts is going to not only be prepared for college, but will continue to soar.

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Most of us know the incredible story of Malala Yousafzai who, after being shot while trying to attend school, became a world-renowned activist for girls鈥� right to an education. Fortunately, there are several children like Yousafzai who do not let their young age get in the way of fighting for what they believe in. Here are ten stories of inspirational child activists from around the world.

Being diagnosed with Duchenne muscular dystrophy at age five hasn鈥檛 slowed Foster down. While attending a fundraiser for MD treatments at age nine, he asked to address the crowd and shared about his journey with the disease. This led to him being named an MDA Goodwill Ambassador two years in a row. Now a young adult, Foster is still active in the cause, having raised tens of thousands of dollars for the Muscular Dystrophy Association.

Cruz came to prominence at age five when, after slipping through security barriers, she was lifted up to Pope Francis鈥� motorcade and handed him a handwritten letter urging for immigration reform. As a United States citizen and the daughter of undocumented immigrants, she was invited to the White House by President Obama to share her story. Cruz continues to advocate for immigration reform in the United States.

Abele became involved in political advocacy following the beating death of a 16-year-old on the streets of Stockholm, in his native Sweden. An active campaigner against violence in the country, Abele received commendation from Sweden鈥檚 king for his efforts, in addition to being named Stockholmer of the Year by two Swedish newspapers, all at the age of 15. Abele went on to become the youngest member of Swedish Parliament at age 18 and still campaigns against violence.

Masih, who was born in Pakistan, was sold into bondage by his family at the age of four to repay a debt. He worked long hours as a carpet weaver until age 10 when he escaped, was captured and then escaped again for good. He went on to help over 3,000 Pakistani child slaves escape from hard labor and received international recognition for his efforts. His story ended tragically when, at the age of 12, he was fatally shot in his native Pakistan.

In 1899, several New York newspapers raised the price newsboys (or newsies) had to pay for a stack of newspapers to 60-cents-a-bundle, meaning the newsboys often had to work late in the night to make a profit. This led to a two-week strike that drastically reduced newspaper circulation in the city. The strike was successful and papers agreed to buy back unsold copies or reduce their prices.

When Hurricane Charley hit his native Florida, then seven-year-old Bonner started delivering water to kids in his red wagon. Shortly after, he founded the Little Red Wagon Foundation, which helps advocate and provide resources for homeless children. In the years since, Bonner has walked across the United States to raise tens of thousands of dollars for his cause and was recognized with the President鈥檚 Volunteer Service Award.

Nine months before Rosa Parks, there was Claudette Colvin. The then high school student was riding a bus in her native Montgomery, Alabama when she and two other women were asked to move from their seats in order for some white passengers to sit down. Colvin continually refused, even after police arrived, and was subsequently arrested. She then went on to become one of the original plaintiffs in Browder v. Gayle, the Supreme Court case that ended bus segregation once and for all.

After learning there are nearly 27 million slaves in the world, twelve-year-old Hunter decided to do something about it. He started Loose Change to Loosen Chains, a student-led movement where participants share the stories of modern day slaves and collect change in yellow cups to donate to anti-slavery organizations, such as the International Justice Mission. Now an adult, Hunter is still active in the anti-slavery movements, having written several books on the topic and frequently contributing articles to major websites.

A child during the cold war, Smith wrote a letter to Soviet leader Yuri Andropov urging him not to go to war and instead make peace with the United States. Surprisingly, Smith received a personal reply from Andropov and was invited to visit the Soviet Union, which she accepted. She became an international symbol for peace and participated in peace-making activities in countries such as Japan, as well as writing a book about her visit to the Soviet Union. Smith died tragically at the age of 13 in a plane crash and was mourned throughout both America and the Soviet Union.

A hemophiliac, White had to receive regular blood transfusions, one of which transmitted HIV, causing him to be diagnosed with AIDS at the age of 13. When he tried to return to school after his diagnosis, he was initially denied, despite the fact that his doctor said he posed no threat to other students. (In 1985, when this incident took place, AIDS was still largely misunderstood in the United States.) White fought the decision and spent the rest of his life fighting against the societal stigmas attached to AIDS patients until he died from complications of the disease at the age of 18.

Which child activists inspire you?

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With elections right around the corner, and the MLB Playoffs in action, I have been thinking about a topic which often intrigues me: Us and Them.

Simon Sinek, in his presentation titled, shares an anecdote.

鈥淗ow many of you are from New York? Are you friends with everybody in New York? No.听 But when you go to Los Angeles and you meet someone from New York you鈥檙e like, 鈥楬ey, I鈥檓 from New York!鈥� and you鈥檙e best friends.听 And when you go to France, you鈥檙e on the Paris Metro minding your own business and you hear an American accent behind you, you turn around and you say, 鈥楬ey, where are you from?鈥� and they say, 鈥業鈥檓 from Los Angeles,鈥� and you say, 鈥業鈥檓 from New York!鈥� and you鈥檙e best friends.鈥�

Sinek shares that, 鈥渨hen you鈥檙e surrounded by people who don鈥檛 believe what you believe, when you鈥檙e in a strange environment where you don鈥檛 feel comfortable, you look for anyone who may share some of the same values and beliefs that you have and you start to build a very real bond with them.鈥�

Feeling a sense of belonging is a basic need, according to Maslow鈥檚 hierarchy.听 Rooting for the same sports team is an example of finding a common ground, and creating a sense of belonging. So is joining a club or attending meetings for hobbies.

But what happens when your affiliation creates a polarizing scenario?听 Or when you are on one side of a controversial issue?

Stephen R. Covey, in his seminal book The 7 Habits of Highly Effective People talks about creating Win-Win situations.听 While this has become an easy catchphrase / joke, the meaning behind it was instrumental in shaping negotiations and arbitration for years.听 The concept is, rather than approach a topic as 鈥淢y Way or Your Way,鈥� in which case someone inevitably loses; or as a compromise, in which case BOTH parties lose something in order to gain something; Covey discusses a third possibility which is to approach the problem from the same side.听 After all, we are all trying to solve something and we are committed to the best for everyone, aren鈥檛 we?

This is easy to see in areas such as contract negotiations, discussions on favorite books, and project development, but more difficult with controversial issues such as climate change or civil rights discussions.

It is almost as if we were to draw a Venn Diagram of What I Believe and What You Believe and, somewhere in the middle, we would find areas that we have in common.

It becomes difficult when examining choices that must inform our futures, such as political discussions or whether or not to have children.听 Religion, gender issues, animal rights, where to build a freeway; these are all topics that require in-depth discussions and cannot be viewed from one side or the other to have any impact.听 Yet, they are areas where emotions run high and, as humans, we have difficulty putting our 鈥渢ruths鈥� aside to see another point-of-view.

One of my college professors demonstrated this challenge perfectly when she told the story of a standoff between loggers and the local environmentalists.听 One side said, 鈥淒on鈥檛 you love trees and breathing and nature?鈥� and the other side said, 鈥渄on鈥檛 you live in houses and buy toilet paper?鈥�

When discussing ideas such as Race, Nation, Ethnic Group, Class, and Ideology in his book, Us and Them, David Berreby says these concepts 鈥� mental images of categories that people use to get through their lives.听 As such, these ideas are like any other thought: they have a birthdate in human history, in a time when they arose for particular reasons, belonging to the people who devised them.鈥�

In another section of The 7 Habits, Covey shares that, in order to feel at peace and to be effective, you must focus on working inside of your Circle of Influence.听 Unfortunately, most of us focus on our Circle of Concern; a great majority of that area is something we can do nothing about.听 His advice is to expand our circle of influence to be able to affect our areas of concern, but not to dwell on things we have no control over.听 Simple, in theory, but something that requires daily practice, especially with media of both the journalistic and social kinds.

So when we鈥檙e looking at ways to reach a decision on a tough issue, such as who to vote for or steps to take to alleviate our impact on the environment, it might be useful to put aside existing opinions of each side and try to see where the other person is coming from, just for a moment, and look for any common ground.

Unless it鈥檚 the World Series.听 In which case, 鈥淕o Cubs.鈥�

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