NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED480177
Record Type: RIE
Publication Date: 2002-Dec
Pages: 69
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Giftedness and High School Dropouts: Personal, Family, and School-Related Factors. Research Monograph Series.
Renzulli, Joseph S.; Park, Sunghee
This study used data from the National Educational Longitudinal Study of 1988 and follow-up data collected in 1990, 1992, and 1994, to examine the characteristics and personal/educational factors related to gifted high school dropouts (n=3,520). Results indicate: (1) many gifted students left school because they were failing school, did not like school, got a job, or were pregnant; (2) most parents whose gifted child dropped out of school were not actively involved in their child's decision to dropout; (3) many gifted students who dropped out of school participated less in extracurricular activities; (4) few gifted students who dropped out had plans to return to school; (5) gifted students who dropped out of school had higher self-concepts than typical dropouts; (6) many gifted students who dropped out were from low socioeconomic families and racial minority groups; (7) gifted students who dropped out had parent with low levels of education; (8) gifted students who dropped out had used marijuana more than gifted students who completed school; and (9) dropout behavior for gifted students was significantly related to students' educational aspirations, pregnancy or child-rearing, gender, and parents' highest level of education. An appendix provides information on the study variables. (Contains more than 90 references.) (Author/CR)
Order Department, University of Connecticut, The National Research Center on the Gifted and Talented, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007 ($10). Tel: 860-486-0283; Fax: 860-486-2900; Web site: http://www.gifted.uconn.edu.
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.