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In another example, third grade math students in the hybrid learning program at Pennsylvania's Indiana Area School District outperformed students in traditional classes by 10 percentage points on the PSSA exams.

scored proficient or advanced on PSSA tests at a rate 23 percent higher than the previous year with gains in all subjects: reading (up 20 percent), math (up 24 percent) and science (up 27 percent).

"We use a rigorous accountability system that helps us measure and report on hybrid classroom outcomes," said Dellicker President and CEO Kevin Dellicker.

The cost of implementing hybrid learning through the Institute's model could be considered modest. During the 2013-2014 school year, according to the report, the schools spent an average of $220 per student (not including computing devices) to transform their learning models.

4. Isolate and prioritize standards for mastery

5. Choose new materials/resources that feature more transparent illustration of standard

6. Daily use of student exit chart

7. Student goal-setting & progress monitoring

8. Beyond-the-classroom support systems

They initiated their study in 1979, and have been assessing the participants based on a wide range of variables (e.g., school performance, IQ, leadership, happiness) across multiple contexts (laboratory and home) since.

Cognitive giftedness matters.

While intellectually gifted children were not different than the comparison group with respect to their temperament, behavioral, social, or emotional functioning, they did differ in regards to their advanced sensory and motor functioning starting at age 1.5, their ability to understand the meaning of words starting at age 1, and their ability to both understand and communicate information thereafter.

Parents of intellectually gifted children reported similar observations and were more likely than those of average children to say that their kids actively elicited stimulation by, for example, requesting intellectual extracurricular activities.

The researchers also measured what they described as academic intrinsic motivation and identified the top 19 percent of the 111 adolescent participants as “motivationally gifted,” displaying extreme enjoyment of school and of learning of challenging, difficult, and novel tasks and an orientation toward mastery, curiosity, and persistence.

Interestingly, they found very little correspondence between intellectual giftedness and motivational giftedness.

Students with gifted curiosity outperformed their peers on a wide range of educational outcomes, including math and reading, SAT scores, and college attainment. According to ratings from teachers, the motivationally gifted students worked harder and learned more.

suggest that gifted curiosity is a distinct characteristic that contributes uniquely to academic success.

“Motivation should not be considered simply a catalyst for the development of other forms of giftedness, but should be nurtured in its own right,”

All in all, the Fullerton study is proof that giftedness is not something an individual is either born with or without—giftedness is clearly a developmental process.

“giftedness is not a chance event … giftedness will blossom when children’s cognitive ability, motivation and enriched environments coexist and meld together to foster its growth.”