Performance of Economically Disadvantaged Students Placed in Gifted Programs Through the Research-Based Assessment Plan

Scott L. Hunsaker
Mary M. Frasier
Elaine Frank
Vernon S. Finley
Peggie Klekotka

The performance of students identified as gifted through the Research-Based Assessment Plan (RAP) was studied during their first year of placement in gifted programs. Their attitudes and the attitudes of their parents toward the gifted program placements were also studied. Performances and attitudes of parents and students identified through traditional criteria were used as a comparison. Results of MANOVAs showed that RAP identified students and traditionally identified students displayed significantly different performances and attitudes. On teacher ratings of performance, RAP identified students received higher ratings than traditionally identified students on Interaction with Others, while traditionally identified students exceeded RAP identified students’ ratings on Use of Critical Thinking. On the student attitude instrument, RAP identified students were higher than traditionally identified students on four items: (a) Help Teachers Plan, (b) Learn Outside the Classroom, (c) Sit with Friends, and (d) Work on Special Things. No significant differences were found in parent attitudes, which were generally positive from the parents of both traditionally identified students and RAP identified students. These results provide a beginning foundation for the validity of the RAP as a process for identifying economically disadvantaged students as gifted.

Reference:

Hunsaker, S. L., Frasier, M. M., Frank, E., Finley, V. S., & Klekotka, P. (1995). Performance of economically disadvantaged students placed in gifted programs through the research-based assessment plan (RM95208). Storrs: University of Connecticut, The National Research Center on the Gifted and Talented.

Performance of Economically Disadvantaged Students Placed in Gifted Programs Through the Research-Based Assessment Plan
Scott L. Hunsaker
Mary M. Frasier
Elaine Frank
Vernon S. Finley
Peggie Klekotka
 

Conclusions

  1. Teachers did not perceive a difference in the level of performance between traditionally identified students and Research-Based Assessment Plan identified students.
  2. Traditionally identified students rated higher on critical thinking assessments than Research-Based Assessment Plan students suggesting that exposure to high level thinking skills needs to be stressed for these students.
  3. Research-Based Assessment Plan identified students had generally positive attitudes about the gifted programs and in particular found opportunities to interact and work with friends.
  4. The parents of both traditionally and Research-Based Assessment Plan identified students were basically high in their ratings of the gifted programs and each group held similar concerns for children.