Date of Award:

5-1984

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Psychology

Committee Chair(s)

Keith T. Checketts

Committee

Keith T. Checketts

Committee

Phyllis Cole

Abstract

Former participants of an elementary-level gifted program were followed into junior high to determine the impact of the gifted program on their academic achievement and extracurricular participation. Parent and student perceptions of the gifted program were also determined. Academic achievement was measured by the variables grades in specific academic subjects, grade point averages, and achievement test scores. Extracurricular participation patterns were determined by response to a questionnaire on extracurricular activities. Intellectually-gifted former participants were compared on academic achievement and extracurricular participation to a comparable group of students who did not participate in any gifted program. No significant differences were found between the two groups. It was found that former participants of the gifted program were participating in their areas of giftedness as well as other areas of extracurricular activity. A substantial percentage of former participants were found to be excelling in their participation in extracurricular activities. It was also found that the gifted program was perceived positively by students and parents. It was concluded that the gifted program did not have an impact, positive or negative, on the subsequent academic performance of its former participants in junior high. It was also concluded that the gifted program did not have an impact, positive or negative, on the subsequent extracurricular participation of its former participants in junior high.

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