ABSTRACT
The 1950s ushered in a reconsideration of the definition of giftedness. In his foundational work, Lewis Terman hoped to establish that high Intelligent Quotient (IQ) equated to giftedness and in the process promulgated his own IQ measure, the Stanford–Binet IQ test. Terman and Leta Hollingworth also took records from parents and teachers as part of their studies of gifted children, with many school districts also adopting this process. These measures now became part of systematized identification procedures. Lulu Stedman and Hollingworth provided the initial foundations on educational practices for gifted students. Acceleration provided educational experiences on par with gifted students' intellectual abilities. Offered in the regular classroom, enrichment was also seen as a cost-efficient option and proved to be a popular programming option for gifted students. The Cleveland Major Works Program, established in the 1920s, was still in operation in the 1950s and 1960s and was one of the most successful examples of special classes for gifted students.
