ABSTRACT
As teachers trained in gifted education know, scaffolding includes moving students from lower level to higher-level thinking skills, less to more independence, and familiar to less familiar contexts as they work through more complex tasks. Curriculum selections are critical to the success of promising students of poverty. The curriculum must be respectful and higher level, while considering students’ unique needs. The curriculum provided in high-poverty schools is less likely to focus on higher level skills, questions, and concepts. There are specific characteristics of students of poverty that should be considered when planning instruction. Specific curriculum with quasi-experimental designs and a positive research base include mentoring mathematical minds and the William & Mary Language Arts Curriculum.
