Abstract
In San Diego, 119 gifted secondary students were interviewed to obtain their recommendations for academic program change. Generally, these students preferred: (a) more freedom in course selection and more emphasis upon a general education philosophy; (b) French, German, humanities, creative writing, general mathematics, chemistry, physics, psychology, and economics courses; (c) more intellectual criticism and discussion of controversial issues; (d) more recognition for their work; and (e) some type of selective academic segregation. It is suggested that other school districts conduct similar interviews to aid them in program planning.
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