ERIC Number: ED452338
Record Type: RIE
Publication Date: 2001-Apr-11
A Longitudinal Study of the Course of Academic Achievement of Urban and Minority Gifted and General Education Students.
Rose, Elizabeth A.
This study examined patterns of academic progress and outcomes in different inner city school settings (identified as gifted or geneal education) for African American and White lower, middle, and upper socioeconomic strata students. It followed 287 students' progress from kindergarten through their graduation year, 185 of whom were considered gifted and enrolled in a self-contained gifted program for all subjects in elementary school and core academic subjects in secondary school. Students' grades for math, reading, and science were recorded over time. Overall academic outcomes (grades and standardized test scores) were higher for gifted students enrolled in the program sometime during their school career than for general education students. Graduation rates were higher for gifted students who remained in the gifted program than for gifted students who left for general education or for general education students. Though the gifted program retained more African American than White students, a substantial group of African American students went to the general education program. White students remained in the gifted program at a higher rate than they did in the general education program. Income was a factor in gifted students' graduation outcomes and grades, and standardized test scores varied by grade, program placement, race, and gender. (Contains 13 references.) (SM)
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 (Seattle, WA, April 10-14, 2001).