ERIC Number: ED317021
Record Type: Non-Journal
Publication Date: 1989-Aug
Reference Count: N/A
North Carolina Department of Public Instruction Academically Gifted Study. A Study To Provide Information Concerning the Most Effective Means of Furthering the Education of Academically Gifted Students.
North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability Services/Research.
This study examines the North Carolina program for the academically gifted. Students (N=142), parents (N=83), counselors (N=70), teachers (N=71), principals (N=50) and superintendents (N=17) were surveyed. Findings report widespread interest in increased curriculum planning, academics, and science and mathematics. Many criticisms of the identification process arose, on both theoretical and technical grounds. Participants generally seemed enthusiastic about the program, but felt it required additional funding and other improvements, including improved program evaluation, greater participation by minority students, greater flexibility in administering funds, and more general access to computers. The issue of acceleration versus enrichment is also discussed. Question-by-question analyses of the survey results of each of the six groups studied make up the bulk of the document. (PB)
Descriptors: Ability Identification, Academically Gifted, Acceleration (Education), Administrator Attitudes, Counselor Attitudes, Curriculum Development, Curriculum Enrichment, Curriculum Evaluation, Elementary Secondary Education, Financial Support, Grouping (Instructional Purposes), Parent Attitudes, Program Evaluation, State Programs, State Surveys, Student Attitudes, Teacher Attitudes
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability Services/Research.
Identifiers - Location: North Carolina