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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Lisa is the mother of 3 gifted children and lives outside of San Francisco.

There is a song on my son鈥檚 iPod that has over 500 plays. 500 plays in 3 months, no other song comes close. He listened to this song while he was at boarding school in New Hampshire. He was depressed.

Made a wrong turn once or twice
Dug my way out, blood and fire
Bad decisions, that’s alright
Welcome to my silly life
. . .
You’re so mean when you talk
About yourself. You were wrong.
Change the voices in your head
Make them like you instead.
–P!nk 鈥淧erfect鈥�

When my son came home from boarding school, he told me very little about his depression. He did, however, tell me how many times he played P!nk鈥檚 song. From that moment on, I followed his musical tastes closely.

We brought him home from boarding school, and his depression continued. He enrolled at a school in San Francisco halfway through the year. I picked him up from school and drove him home every day. Most days we sat in silence. When he refused to share his day with me, I would ask him to play me a song from his iPod.

‘Cause you can’t jump the track, we’re like cars on a cable
And life’s like an hourglass, glued to the table
No one can find the rewind button, girl.
So cradle your head in your hands
And breathe… just breathe
–Anna Nalick 鈥淏reathe (2am)鈥�

He was working through his problems, and he shared this process with me every day at 3:00pm.

Hey, don’t write yourself off yet
It’s only in your head you feel left out or looked down on
Just do your best, do everything you can
And don’t you worry what the bitter hearts are gonna say

It just takes some time, little girl you’re in the middle of the ride.
Everything (everything) will be just fine, everything (everything) will be alright (alright).
–Jimmy Eat World 鈥淭he Middle鈥�

Sometimes it felt like he was hitting me over the head.

What doesn’t kill you makes you stronger
Stand a little taller
Doesn’t mean I’m lonely when I’m alone.
–Kelly Clarkson 鈥淪tronger鈥�

This must all sound so contrived. I don鈥檛 think I would believe it if I didn鈥檛 live it. The funny thing is that I was never good at finding patterns. That was my son鈥檚 strength. I take most things at face value. It wasn鈥檛 until I became aware of my son鈥檚 pain and his accompanying silence that I began to pay attention to what was happening in the car.

It all makes perfect sense now. He has been doing this type of thing for years.

My son collects inspirational quotes and posts his favorites on his Facebook 鈥淎bout鈥� section. 鈥淕ood judgment comes from experience. Experience comes from bad judgment.鈥� Or 鈥淚 myself am made entirely of flaws, stitched together with good intentions.鈥�

He searches for writings that move him, like 鈥淎cknowledgement: A Meditation” by Kenneth Sawyer and Anis Mojgani鈥檚 鈥淗ere Am It.鈥� He made me watch countless TEDTalks. His favorite: Jan McGonigal鈥檚 鈥淭he game that can give you 10 extra years of life.鈥�

In a week, I can stop looking for clues; my son is ready to talk. He is going to participate in a student production in which he and 10 other high school sophomores perform a series of scenes and monologues they have written about their lives. He will be writing about the last year. I鈥檓 more than a little nervous. Somehow, the expression of pain is easier to stomach when accompanied by a guitar.

I no longer pick up my son at school. He likes the independence of riding BART and the bus. Instead, I ask him to make me CD鈥檚 with his favorite songs. When I do find myself alone with him in the car, I ask him to play his iPod. I take great comfort in listening to his latest favorite.

Isn’t it time you got over
How fragile you are
We’re all waiting
Waiting on your supernova
Cause that’s who you are
And you’ve only begun to shine
–Anna Nalick 鈥淪hine鈥�

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This post originally appeared on September 4, 2012, on . It has been republished here with the permission of the author, who is a writer and mother of three. This post is about her gifted oldest son leaving home for college. While it is not an experience limited to parents of gifted children, it is an experience many of you will have. It may come when you send your child to a boarding school because it is what will best fit his or her individual needs, or it might be when your child heads off to college, or it might be after college, when your child decides to move out. After years of advocating for them in school and supporting their unique needs, your gifted children will leave home and must learn how to support these needs on their own. And no matter how much you help prepare them for that, it is still difficult to watch them set out on their own.

On the day my eldest son left for college, my youngest son got his first zit. This had to be some kind of sign, I thought. Time marches on or some such thing.

Maybe this was God鈥檚 little joke aimed at a mom whose 鈥渂aby鈥� is no longer a baby and whose first child was flying the coop. If so: not funny.

So many words have been spilled on this very subject – the first kid leaving for college – that it feels unoriginal to be thinking about it, let alone writing about it. And yet it pierces uniquely.

In the months leading up to Jonah鈥檚 departure, I鈥檇 find myself crying at unpredictable moments. I鈥檇 wander past his closed door, hear the sounds of his guitar playing on the other side, and think: Starting in September that room will be empty and silent. Cue the tears.

As Jonah and I made our cross-country sojourn from the San Francisco Bay area to Brown University in Providence, leaving his two younger brothers (17 and 13) at home with my husband, strange coincidences ensued.

Jonah has always had out-of-the-mainstream interests. Two examples: he became borderline-obsessed with Napoleon Bonaparte in middle school and is endlessly fascinated by 19th-century French history; and his favorite musician is Mark Knopfler, known mostly by people my age as the lead-man and guitarist of the 80鈥檚 band, Dire Straits.

A couple of nights before we left home, Jonah played his guitar at an open-mic night at a music club in our hometown of Mill Valley. The song he played was Dire Straits鈥� 鈥淩omeo and Juliet鈥� – a fairly obscure choice for non-Knopflerphiles.

A few days later, our rental car stuffed to the brim with Target purchases, we stopped for lunch on our way to Providence. The restaurant was playing music, 60鈥檚 Motown-type stuff. Then out of nowhere, we heard the sound of Mark Knopfler鈥檚 voice: it was 鈥淩omeo and Juliet.鈥� I burst into tears, sending our alarmed waiter scurrying away.

When we got to the Brown campus on Friday, the very first kid we met was a history-obsessed young man from North Carolina with a special passion for Napoleon who, out of a class of 1500 freshmen, also happens to be in Jonah鈥檚 history seminar of 20 kids.

On Sunday I attended a parent seminar entitled 鈥淪aying Goodbye, Letting Go, and Learning to Live with a Brown Student.鈥� Much of the discussion centered on being supportive without being intrusive. The faculty members and upperclassmen running the seminar did a few skits, re-enacting phone calls that typically occur between parents and children during the first few weeks of freshman year.

As one faculty member, playing 鈥淢om,鈥� phoned her 鈥渟on鈥� with a variation on the 鈥測ou don鈥檛 call, you don鈥檛 write鈥� complaint, parents in the audience laughed nervously. You mean they really won鈥檛 call? We were encouraged to give our kids some space; we were reassured that they鈥檇 get in touch eventually; we were instructed to let them try to solve roommate issues on their own.

As I sat in the crowded auditorium, I felt slightly better. I realized that while this experience was specific and personal, it was also universal. And it鈥檚 exactly what is supposed to happen. We raise our kids from babies to toddlers to children to adolescents to young adults, and then they leave us to begin their own lives. It鈥檚 only logical: if they never develop the skills to live independently, we haven鈥檛 done our job. Who wants to suck at being a parent?

And yet.

I didn鈥檛 feel ready for Jonah to go. I don鈥檛 feel like I had enough of his company during those short 18 years. I wish I had more time to see him interact with his brothers at the dinner table; to observe his thought process as he works through a research paper or a discussion about politics; to listen to him play guitar along with Mark Knopfler. I simply loved having him around, and the loss feels huge.

So as I watched him walk back toward his dorm before I left, his roommate鈥檚 arm slung around Jonah鈥檚 shoulder in a protective and brotherly way, of course I cried. But eventually, I had to drive away and to fly back home.

After all, I need to help Aaron with his college applications. And maybe we鈥檒l see if we can do something about Henry鈥檚 zit, like introduce him to face soap. Life goes on. As for Jonah, he can鈥檛 get rid of me that easily: I just figured out how to use Skype.

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