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Recently Kim (2016) published a meta-analysis on the effects of enrichment programs for gifted students. She found that these programs produced substantial effects for academic achievement (g = 0.96) and socioemotional outcomes (g = 0.55). However, given current theory and empirical research these estimates of the benefits of enrichment programs are unrealistically high. In this manuscript I make the argument that Kim's results--and those from a previous meta-analysis on the same topic (Vaughn, Feldhusen, & Asher, 1991)--are likely distorted by publication bias. Using statistical power analysis, Schimmack's (2012) incredibility index, and an examination of the correlation between sample size and effect size, I present circumstantial evidence that publication bias is distorting the enrichment literature. As a result, gifted education scholars and practitioners do not really know the effectiveness of enrichment programs. I conclude the manuscript by discussing how to reduce publication bias in the gifted education literature.

1Boy Crusoe

By Allan Eric

Also published as" A Yankee Crusoe" . A 15 year old hard working and studious farm boy finds the lure of adventure on the seas as a merchant seaman more than he can resist. This is his story. " I was born in a little town in the State of Maine, near the close of the Civil War. My boyhood life did not differ materially from that of the average farmer's son in the remote country districts of New England--except, perhaps, that I read more and thought more. Hard work on the rugged soil, two terms each year in the little yellow country schoolhouse, a day's fishing now and then filled the early years of my life full to over-flowing. " What he gets is enough excitement and adventure to overflow his wildest dreams. How he experiences disaster and uses his wits and knowledge to overcome every problem makes for a great read. - Summary by Phil Chenevert