ERIC Number: EJ955651
Record Type: Journal
Publication Date: 2012-Jan
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0016-9862
EISSN: N/A
Examining the Effects of Gifted Programming in Mathematics and Reading Using the ECLS-K
Adelson, Jill L.; McCoach, D. Betsy; Gavin, M. Katherine
Gifted Child Quarterly, v56 n1 p25-39 Jan 2012
This study examined the average effects of schools' third through fifth grade gifted programming policy in mathematics and reading on overall school achievement, on gifted students' achievement and academic attitudes and on nongifted students' achievement and academic attitudes. Data and results represent a broad, national look at school personnel-reported programming without distinction as to type, length, or degree of programming. No detrimental effects were found at the overall school level or for nongifted students. However, the results also indicated that, on average, the diverse programs reported in the Early Childhood Longitudinal Study, Kindergarten Class of 1988-1989 (ECLS-K) database had no effect on gifted students' achievement or academic attitudes. Considered in light of prior research indicating benefits of specific programs and existing inconsistent policies and programs, this suggests the need for future research to determine effective program characteristics and suggests that policy makers, educators, and parents actively must seek research-based practices to use with gifted children. (Contains 3 tables and 5 notes.)
Descriptors: Academically Gifted, Academic Achievement, Programming, Grade 5, Educational Policy, Mathematics Achievement, Reading Achievement, Educational Attitudes, Longitudinal Studies, Best Practices, Educational Practices, Grade 3, Grade 4, Achievement Gains, Program Effectiveness, Causal Models, Comparative Analysis, Comparative Testing, Improvement Programs
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A