for gifted students can cultivate an environment conducive to their success. Difficulties with socialization A common myth concerning gifted youth in regular classrooms is that the gifted are a great asset to other students and, through their brilliance, help those of normal intelligence to become better students. According to the National Association for Gifted Children, the self-confidence of normal students is not heightened by the presence of a brilliant young mind. Conversely, historical examples of jealousy and spite toward gifted students have been noted by writers. Leonard Mlodinow recounts of Isaac Newton's school years that "being different and clearly intellectually superior brought Newton the same reaction then as it would today—the other kids hated him." An additional concern is that gifted children who are pulled from their traditional grade level classroom for enrichment education will fail to strive in their social relationships. It has been shown, however, that students who participate in either in-class or pull-out programs that are at least mostly meeting the academic needs of the student, will tend to form strong relationships with their peers, be well-rounded students, and act an age that is appropriate for their own wellness. In fact, studies have shown that gifted students, whether lowly gifted, moderately gifted, or highly gifted “were, on a whole, socially well adjusted, and there seemed to be no relation between increased intelligence and social adjustment”. Students who are allowed to meet their academic needs, at any level, tend to be more secure and confident in their social needs and in turn form more significant relationships with their age peers. While many link a child's social growth with their academic growth and assume that one must suffer in order for the other to prosper, this has been statistically shown to not be the case. Assessment So now that the necessity of these gifted programs have been established, how then do schools and talent search programs identify who meet the criteria for being gifted? National Excellence: A Case for Developing America's Talent suggests that the following guidelines be used (Clark, 2002): Look at a variety of disciplines for outstanding students. Use a variety of tests and other assessment measures to find and serve students who express high levels of ability in different ways and at different ages. Ensure that all students have equal access to challenging learning opportunities and unbiased assessment. Develop assessment procedures that allow varying rates of