Annotated Bibliography

No abstract available.

To test the effectiveness of a program of acceleration and enrichment, five ninth grade classes of students (25 in each class, IQ's 120 or above) who had been in this program for 2 years were compared to two control (C) classes of academically talented students who had not had the program. All students were given a series of standardized achievement tests and were asked to complete a school attitude questionnaire. Two experimental (E) classes were significantly superior in all comparisons in mathematics, in two of three comparisons in reading, and in one of three comparisons in science (p=.05). In school systems A and B the E-groups were significantly superior in only two of six comparisons with the C-groups. An analysis of the total performance of all the experimental classes revealed that they were significantly superior to the controls in only 10 of 21 cases (p=.05). The performances of average E-groups from the same schools were significantly different from C's in only four of 30 comparisons. Responses from questionnaires did not indicate a significant difference in attitudes between the groups. Conclusions were that the acceleration and enrichment program did not hurt either academically talented or average students, that the special program could be improved, and that the program was more appealing to students and teachers than a more traditional approach.

The child's capacity for self-actuated intellectual growth and the possibility of speeding up intellectual growth through improved opportunities and increased stimulation were studied. Six exploratory studies carried out during the first two years of this project were reported. The three main areas of learning that were investigated with the idea of locating promising approaches were reading, creativity, and logical operations. These studies concerned (1) exploring the teaching of reading to very young children, (2) a teaching machine approach which showed some promise in the first study, (3) preferences for high-frequency versus low-frequency word use occurring in children's speech, (4) construction activities involving independent problem-solving and guided construction, (5) a method of inducing conservation of substance in kindergarten children, and (6) teaching formal logical operation to preschool children. Two other studies were discussed, including (1) instruction of direct verbal instruction in language, arithmetic, and reading to four-year old disadvantaged children, and (2) comparison of a direct verbal instruction with a Montessori program for four-year olds. Results and conclusions were many and varied.

This study evaluated the achievements of 65 young entrants as beginning undergraduates in a highly selective university. The group as a whole was found to be quite successful. Compared to non-accelerants, the early entrants tended to graduate in a shorter period of time and earn more honors at graduation. For the early entrants, starting college with a large number of Advanced Placement Program credits was found to be the best predictor of outstanding academic achievement. It seems advisable for young college entrants to have Scholastic Aptitude Test scores and content knowledge equal to or greater than that of the typical freshman at the college the student will attend.

This study examined the effects of grade-skipping and double promotion in elementary school on academic performance, which was measured by comparing pre- and post-acceleration grades of accelerated students and their non-accelerated peers. The grades of twenty-two elementary school pupils from Monticello, Indiana who had skipped at least one grade in elementary school were compared to their classmates before and after acceleration. Prior to acceleration, the twenty-two students were, on average, about one standard deviation above the mean of their peer group. After acceleration, their average standing with their new peers was .582 standard deviations above the mean. Although all of the students who were accelerated showed a decline in standing with their new peer group, there was not a uniform decline by all of the students who were accelerated. Those students originally in the higher percentiles showed smaller decreases in standard deviation than those originally in lower percentiles. The differences in standard deviation before and after acceleration reflect the intellectual diversity within the accelerated group. The timing of the acceleration seemed to affect standing as well. Those students who skipped second grade showed the greatest decline, and those who skipped fifth grade showed the least decline. No gender differences were found in the effects of acceleration on standing.

Ten years of experience with a system for admitting under-age children to kindergarten and Grade I by test are evaluated as measured by teacher's marks, promotions, achievement test results, and grade by grade progress, in comparison with other children. The under-age group admitted by test showed superior academic performance on the basis of all the criteria given, except for kindergarten where different standards existed. A consistently higher percentage of A's and B's, a lower percentage of failure, and higher achievement test results characterized the under-age group. Recommendations made to the board concerning continuance of the program are presented.

Comparison of academic performance of 24 accelerated students and two groups of college students averaging four years older (24 matched on readiness scores and 24 National Merit Scholars) indicated that accelerated subjects earned cumulative grade point averages comparable to those earned by Merit Scholars and significantly higher than readiness-matched subjects.

The present study seeks to assess the part that the special progress class plays in fostering academic achievement in mathematics, science, social studies, work-study skills, and creative expression in language arts.

No abstract available.

This study demonstrates that a population of high-achieving young women with sufficient motivation and ability for acceleration in science may be readily identified and that acceleration in science is practical for such a group. To test the effects of participation in a research-oriented multi-disciplinary college course (Research Introduction to Science) by high-achieving female high school juniors, 324 students selected on the basis of grades and achievement test scores were administered the Strong Vocational Interest Blank for Women and the Careers Attitudes and Plans Survey. They were also offered the possibility of taking a free multidisciplinary college course. The 137 students definitely interested in taking the course were randomly divided into two groups: experimental (enrolled in the course) and control (not enrolled). They differed significantly from the 187 not interested on 32 of the 69 variables. Fifty-eight students (85%) successfully completed the course, and their grades and ratings of enjoyment of the course correlated significantly with 42 pre and post measures. Those sufficiently motivated for the course were significantly higher on "science" factor scores and more interested in careers in general than those not motivated.

This study compared differences in self-esteem scores at college entrance and one semester later of 109 early entrants to the Texas Academy of Mathematics and Science at the University of North Texas. Findings indicated slight negative changes in self-esteem after one semester, possibly because of normal college adjustment and changes in social comparisons.

The purpose of this study was to provide a psychoeducational portrayal of students who selected dual enrollment as an educational option. This research was conducted to compare the relationship between the program components of background and characteristics, academic and logistical decisions, social and behavioral impact, and attitude and self-concept of dual enrollment students. The study also assessed if these students were being accelerated at a pace and level which they viewed as contributing to their academic and social success. The primary data collection activities involved semi-structured interviews of twenty high school students involved in dual enrollment. All questions were designed to be open-ended and to stimulate further activity or thought. All interviews were based on a semi-structured protocol. This loosely crafted instrument was designed to accommodate a funneling technique. These data, along with secondary sources of information including informal interviews with the students' high school and university instructors, counselors and parents were also analyzed. A combination of procedures was used in the analysis of data gathered during this study. Included were analytical procedures associated with pattern coding and memorizing. These procedures were utilized during the data-gathering phase. Following the collection of data, but before an attempt was made to display the conclusions, triangulation was used to assess data trustworthiness. Finally, the data was displayed using an informant-by-variable matrix. An examination of the results of this analysis led to the conclusions that students participating in dual enrollment as a form of acceleration were highly motivated. These students also possessed positive attitudes and self-concepts. However, participation in dual enrollment had a negative social and behavioral impact on most of the students' lives. Furthermore, there was a strong correlation between the decisions to participate in dual enrollment.

No abstract available.

No abstract available.

Examined the effects of the Schoolwide Enrichment Model of J. S. Renzulli and S. M. Reis (1985) that applied some of the technology of gifted education to the school wide enrichment process. Subjects were 1,698 elementary students, 236 teachers, and 120 parents at 11 elementary schools. The service delivery components that constituted the major focus of the experimental treatment included curriculum compacting, assessment of student strengths, and three types of enrichment activities. Results show that student attitudes toward learning were positively enhanced by participation in the school wide enrichment treatment. Participation in the treatment did not negatively influence teacher attitudes toward teaching.

Examines ways in which the home schools of 287 gifted students credited students' participation in accelerated high school courses sponsored by university summer programs. After program accreditation, the number of positive responses by the students' schools increased significantly, including giving course credit, appropriate placement within the content area, and placement in a special program.

A college-level introductory psychology course was completed by gifted adolescents. Post-course and remote-post-course measures for the 100 participants and controls demonstrated that knowledge gain from course participation was substantial and long-lived, affecting the quality of the students' understanding, their ability to generalize and apply psychological concepts, and their epistemological stance.

California Project Talent was a three-and-one-half-year project that demonstrated four types of programs for gifted children and youth. The enrichment demonstration analyzed the needs for in-service training of teachers and developed appropriate workshops and also invented, field tested, and disseminated special pupil units in (1) scientific discovery, methodology, and investigation through a study of graphic representation of statistical information using the Bloom Taxonomy, (2) creative expression through a study of the literary element of characterization using Guilford's Structure of Intellect model, and (3) critical appreciation through a study of the fundamental forms of music using Burner's process of education. The acceleration demonstration involved individual placement procedures and accelerated pupils from grades 2 to 4 by using a special summer session and by employing extensive case studies, counseling, and tutoring. The counseling- instructional demonstration showed interrelated goals, processes, and contents of English, social sciences, guidance, and small group counseling designed to improve communication skills, encourage development of values and philosophy of life, and promote more effective learning in social sciences and in English in grades 7 to 9. The special class demonstration showed the unique value of the all day, full week special class setting in improving problem solving, the ability to apply facts and principles, and insight into the nature of learning. Overall, (1) four new programs were invented, adopted, demonstrated, and disseminated, (2) related consultant, teacher, and counselor roles were described, (3) products produced included a film series, filmstrip, and program guidelines, and (4) gifted child programs were promoted, enriched, and expanded. A reference list cites 62 items. Appendices provide project reports and case studies, list project developed films and guidelines, and present research related materials.

This study investigated the relationship between advanced- grade placement and the self-concept of 600 gifted adolescents. No differences were found in any facet of self-concept between grade-advanced and non-advanced students or in interactions of advanced status and gender and/or grade level. Caucasian students were significantly more likely to be grade advanced than Hispanic or African- American students.

The author reexamined M. Oden's (1968) comparison of the 100 most and 100 least successful men in the Genetic Studies of Genius of L. M. Terman et al. (1925-1959), using three predictor variables: IQ, amount of acceleration (AOA), and educational attainment (EA). Results indicate that each of the three variables contributed to the discrimination between the two groups of subjects. EA was the major discriminator, with AOA and IQ making small contributions to group discrimination. Results reaffirm the importance of EA as a strong correlate of vocational achievement.

This study examined effects of three increasing levels of curriculum compacting on the instructional practices of 470 elementary school teachers with gifted students in regular classes. Teachers were able to eliminate between 24% and 70% of the curriculum across content areas for more capable students but required assistance in designing challenging replacement activities.

A major problem facing schools is lack of curricular differentiation and academic challenge for the most academically able students. Also, contemporary textbooks have been "dumbed down." Curriculum compacting is a flexible, research-based technique enabling high-ability students to skip work they already know and substitute more challenging content. A recent study and program development advice are included.

Examined the effects of curriculum compacting on the achievement test scores of a national sample of 336 high ability students from second through sixth grade heterogeneous classrooms in rural, suburban, and urban settings. Teachers from three treatment and control groups in this experimental study selected one to two students from their classes who demonstrated superior ability and advanced content knowledge prior to instruction. They were able to eliminate between 40-50% of curricula for these students across content areas. Pre- and post- student achievement was examined using the Iowa Tests of Basic Skills, and out-of-grade-level (one grade higher) tests were used to guard against ceiling effects. Results indicate that the achievement test scores of students whose curriculum was compacted did not differ significantly from students whose curriculum was not compacted.

This study examined the effects of curriculum compacting, a curriculum modification technique for gifted and talented students, with approximately 436 elementary teachers and 783 students in 27 school districts throughout the United States. The study was designed to investigate the types and amount of curriculum content that could be eliminated for high ability students by teachers who received various levels of staff development. It also examined effects of curriculum compacting on students' achievement, content area preferences, and attitudes toward learning. Teachers were randomly assigned to one of four groups, three treatment groups that received increasing levels of staff development or a control group. After receiving staff development services, teachers in each of the treatment groups implemented curriculum compacting for one or two high ability students in their classrooms. A battery of pre/post achievement tests and a questionnaire regarding attitude toward learning were administered to identified students. Results indicated that the compacting process can be implemented in a wide variety of settings with positive effects for both students and teachers. Results also identified effective and efficient methods for training teachers to make appropriate curricular modifications for gifted and talented students. Appendices provide information on treatment and control group instrumentation and eight statistical tables.

No abstract available.

No abstract available.

"Thinking Science," the Cognitive Acceleration through Science Education (CASE) curriculum, is a program designed for 11-14 year olds (in the first two years of secondary school) which encourages them to reflect on their own thinking and to develop their reasoning power in tackling novel problems. This study presents results that represent the first large-scale long-term test of the process of raising standards in schools by concentrating on a thinking skill approach. Overall, about 4,500 pupils in the CASE schools have been featured in the data in this report. Seventeen schools' data have been compared with added-value data from a greater number of control schools. Results indicate that the CASE methodology, even when tried for the first time, produced an average increase on the order of half as much gain in the percentage of pupils obtaining C-grade and above at the GCSE examination (an increase from a national average of 44% to 63% for science in 1996, and an increase from 43% to 57% in science for 1995. In addition, there was the same relative order of increase in achievement in mathematics and a somewhat lower improvement, though still substantial, in English. In schools where teachers had two or more previous years of experience with this approach, the schools more than doubled the proportion of their pupils showing National Curriculum achievement at level six or above in all three subjects.

The three phases (finding seventh and eighth grade mathematically talented students, studying them, and helping them educationally) of the Study of Mathematically Precocious Youth (SMPY) are detailed, and examples of the superiority of educational acceleration over educational enrichment are pointed out. Results of standardized intelligence tests are seen to be less helpful than scores on the mathematics part of the College Entrance Examination Board's Scholastic Aptitude Test in identifying gifted students for SMPY. Four types of enrichment (busy work, irrelevant academic, cultural, and relevant academic) are described and contrasted with academic acceleration. Presented is the case of 11-and-one-half-year-old boy who was helped educationally by entering college before completing high school. Stressed is the need for flexibility that makes a variety of educationally accelerative possibilities (such as grade skipping and college courses for credit) available for the student.

Statistics are presented concerning background characteristics of 292 students who scored well on the mathematical sections of the Scholastic Aptitude Test at age 12 or younger. Discussed are the ratio of girls to boys, geographic distribution, verbal ability, parents' education level and occupational status, siblings, and educational acceleration.

Academic Talent Search (ATS) provided advanced instruction in a 6-week summer school for talented middle school students on the campus of California State University, Sacramento. A survey was conducted to examine the long-term impact of the ATS program on students over a period of 7 years. Data were collected pertaining to high school and college achievement, career aspirations, personal values, self-awareness, and personality self-descriptions, from students who participated in accelerated classes in mathematics, writing, and foreign languages in 1983, 1984, or 1985. Results indicated that these students continued to excel academically during the 7-year period after ATS participation. Students reported high academic achievement, high aspirations for advanced degrees, and impressive career objectives. Their responses reflected healthy self-concepts, strong personal values, and inner-directed locus of control. They described themselves as independent, practical, and stable. There was no indication of any systematic negative impact from academic acceleration or from participation in the ATS summer school. Students reported fond memories of and satisfaction with their experiences in the program.

As part of a larger study on differences between public and private schools in the education of gifted students, this study examined use of acceleration as an educational approach. The paper notes that although the weight of research evidence strongly supports the position that acceleration is a highly effective intervention technique with intellectually gifted students, many educators have negative attitudes toward this approach. This study examined programs in 23 private and public schools that serve gifted students. Directors and teachers were surveyed, school documents were analyzed, and classrooms were observed to see the extent that acceleration was used. Questions were asked on early entrance, skipping grades, use of texts and materials beyond grade level, different content, and faster-paced classes. Results suggest that the private schools had more flexibility to set standards on acceleration. However, the overall frequency concerning acceleration of skipping classes (25.9 percent) and starting school earlier (43.5 percent) reported by both public and private schools was quite low. Accelerated texts and materials were found much more frequently than skipping grades or early entrance (public, 76.1 percent; private, 76.9 percent). Teachers in both types of schools strongly (92 percent) believed they offered a fast-paced classroom to gifted children.