Attrition patterns in a summer program for gifted junior high students

Abstract

Research on attrition or “drop‐out” is briefly summarized with particular attention to Tinto's model of social and academic integration. An argument is made for theoretically based research on attrition among gifted adolescents. As a preliminary step, completion and performance data were examined from gifted seventh‐ and eighth‐grade students (n = 92) in an eight‐week summer mathematics enrichment program sponsored by the GTE Corporation. Findings are presented as they relate to attrition and performance patterns, and implications for gifted education and follow‐up are discussed.