ERIC Number: ED267567
Record Type: RIE
Publication Date: 1985-Nov
Reference Count: 0
Current Achievement and Reactions of Secondary School Students to Their Experiences in an Early Childhood Program for the Intellectually Gifted: A Longitudinal Study of the Astor Program.
Ehrlich, Virginia Z.
Followup of 129 students who had been in an early childhood program for gifted students was carried out via analysis of achievement test data in vocabulary, reading, comprehension, total reading, and total mathematics. Data were obtained for three groups of students exposed to varying periods of time in the program. Findings indicated that students who had been part of the program during their prekindergarten/primary years, on the whole, retained or exceeded their high level of achievement in later years. Analysis of student ratings of the program produced generally positive reactions and revealed that the students acquired a love of learning and reading which has increased with time. Asked about specific topics they had studied while in the program, students in the program from pre-K to grade 3 recalled significantly more topics than those who joined them after grade 3. (CL)
Descriptors: Academic Achievement, Achievement Tests, Early Childhood Education, Followup Studies, Gifted, Models, Program Effectiveness, Special Classes, Student Attitudes
Virginia Z. Ehrlich, Box 223, Teachers College, Columbia University, New York, NY 10027 ($10.00 for full report, prepayment required).
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the National Association for Gifted Children (32nd, Denver, CO, November 2-8, 1985).