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ERIC Number: EJ725350
Record Type: Journal
Publication Date: 2005-Sep-1
Pages: 64
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0031-7217
HOTS Revisited: A Thinking Development Approach to Reducing the Learning Gap after Grade 3
Pogrow, Stanley
Phi Delta Kappan, v87 n1 p64 Sep 2005
The HOTS (Higher Order Thinking Skills) program was started 25 years ago in the belief that educationally disadvantaged students (Title I and learning disabled) were bright and that the top priority for supplemental aid for these students should be to help them channel that innate intelligence into learning at a higher level. The students were treated as intellectually "gifted." The goals of the intervention were to increase thinking and socialization skills in ways that simultaneously increased test scores and overall academic performance--all without extra drill or teaching to the test. HOTS was also designed to work in the years after grade 3, when progress from earlier interventions dissipates, gaps rewiden, and disadvantaged students fall increasingly farther behind. The program was eventually adopted on a large scale, in approximately 2,600 schools, serving approximately half a million disadvantaged students. In this article, the author updates readers on the past 10 years' worth of research on the program's effectiveness. The findings, he believes, make clear not only what conditions are necessary for this unique intervention to succeed but also why other reforms have not significantly reduced the achievement gap.
Phi Delta Kappa International, Inc., 408 N. Union St., P.O. Box 789, Bloomington, IN 47402-0789. Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001