Elementary and Middle School Student Participation in Gifted Programs: Are Gifted Students Underserved?

Abstract

Most researchers agree that special educational programming is advisable for academically gifted students, although the best type of programming is a matter of controversy. Evidence suggests that effective programs combine ability grouping with curricular modification, but little research has addressed the extent to which high-ability students receive special services in their schools. Here, third through sixth graders scoring at or above the 95th percentile on standardized achievement tests reported on their educational experiences. The most common experience was the pull-out program, but many students stated that they were involved in no special programming. Separate analyses for mathematics instruction yielded similar results. Gender, grade level, type of school (public vs. private/parochial), and above-level EXPLORE scores explained little of the variance in special accommodations. The lack of services reported by many participants is particularly surprising given that members of the sample were both highly able and highly motivated.