ERIC Number: ED422356
Record Type: RIE
Publication Date: 1998-Apr-14
Predictors of Academic Giftedness among U.S. High School Students: Evidence from a Nationally Representative Multivariate Analysis.
Modi, Manisha; Konstantopoulos, Spyros; Hedges, Larry V.
Logistic regression analyses were employed using a nationally representative sample of high school seniors to determine how student, socioeconomic status, home environment, community, and school variables relate to academic talent. Students identified as talented scored at or above the 95th percentile on a composite academic achievement test. Results reveal that key student variables related to the development of academic talent include the amount of independent reading, enrollment in academic programs, high educational aspirations, amount of time spent on homework, and extracurricular activities. In addition, students whose parents hold high aspirations for their educational futures are more likely to be talented. However, parents who do not interfere with their children's academic performance and grades, but who often discuss college plans with their children are more likely to have talented children. Students in the Northeast are more likely to be talented than students in the South. Black and Hispanic students are greatly under-represented among the talented sample, while Whites and Asian students were relatively over-represented. Moreover, certain key differences between talented Blacks and Hispanics and their White and Asian counterparts are observed. (Contains 4 tables and 118 references.) (Author/SLD)
Descriptors: Academic Achievement, Academically Gifted, Community Characteristics, Family Characteristics, High School Seniors, High Schools, Institutional Characteristics, Multivariate Analysis, National Surveys, Parent Child Relationship, Parent Influence, Prediction, Regression (Statistics), Socioeconomic Status, Student Characteristics, Talent
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).