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ERIC Number: ED429749
Record Type: Non-Journal
Publication Date: 1999-Mar
Pages: 6
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Increasing Native American Involvement in Gifted Programs through Authentic Discovery and Rural Linkages.
Barber, Claire; Bledsoe, Teresa; Pequin, Linda; Montgomery, Diane
Project Leadership Excellence Achievement and Performance (LEAP) was designed to respond to the needs of gifted students enrolled in secondary schools in rural areas. This paper describes Project LEAP's implementation in four rural Oklahoma high schools with high American Indian enrollments and high percentages of low-income families and limited English proficient students. It demonstrates how the two major overarching outcomes of the project, authentic discovery and rural linkages, provide the framework and foundation for the project's success. Project goals are discussed along with specific indicators of success in the areas of collaboration, identification, curriculum development, and community/parent involvement. The project served over 120 high school students who were not currently identified or served by gifted programs; about 60 percent were Native American. Project LEAP provided students with individualized instruction and specially developed study units that responded to students' assessed strengths and interests and emphasized the language and culture of Native American participants. Project students demonstrated an overall increase in performance on the ACT/SAT scores. Project sites showed statistically significant increases in the number of students applying for college, and no student who applied was denied acceptance to college. Factors influencing the success of the project include authenticity in identification of participants (use of portfolio assessment), linkages between schools and community, superior qualifications of project personnel, and project administration by an interdistrict cooperative. Contains 11 references. (CDS)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A