The effectiveness of curriculum compacting in first grade classrooms

Abstract

This article provides new information about how compacting can be effective with first grade high ability students in a rural Alabama school district. Curriculum compacting was designed to eliminate already‐mastered content and to provide students with enrichment activities in the time saved. The study, which replicated some aspects of the National Research Center on the Gifted and Talented curriculum compacting study, includes qualitative and quantitative data from teachers, students and parents concerning the positive attitudes of the first grade treatment group. There was a significant difference between the treatment and control group teachers’ responses regarding their use of compacting, with treatment teachers reporting greater use of compacting practices. There was also a significant difference between treatment and control parents’ responses regarding their attitudes of curriculum compacting and replacement enrichment activities, with treatment parents reporting more positive attitudes. Results indicate that treatment group students’ responses were slightly higher than control group students’ responses regarding student preference toward school subjects.