Sally M. Reis
Thomas P. Hébert
Eva I. Díaz
Lori R. Maxfield
Michael E. Ratley

In this study, high ability students who were identified as high achievers were compared with students of similar ability who underachieved in school. Thirty-five students participated in this three year study which was conducted in a large urban high school. In this school, 60% of the students were Puerto Rican, and approximately 20% were African American and the remaining 10% were a mixture of White, Asian, and other racial/ethnic groups. Qualitative methods were used to examine the perceptions of students, teachers, staff, and administrators about the reasons that some academically talented students fail to achieve in school, while others who come from similar types of homes and families, achieve at high levels. The findings in this study indicate that achievement and underachievement in this urban high school are not disparate concepts. In many cases, students who underachieved had achieved at high levels in the previous year or semester in school. Some of the high achieving students also experienced periods of underachievement in school; however they were supported in their achievement by a network of high achieving peers who refused to let their friends falter in school. For these students, achievement was like walking up a crowded staircase. If students started to underachieve and tried to turn and walk down the staircase, many other students pushed them back up the staircase. Once, however, the cycle of underachievement began and a student went down that crowded staircase, it was extremely difficult to turn around and climb back up.

Other findings include the following: No relationship was found between poverty and underachievement, between parental divorce and underachievement, or between family size and underachievement. Students who achieved in school acknowledged the importance of being grouped together in honors and advanced classes for academically talented students. Successful students received support and encouragement from each other and from supportive adults including teachers, guidance counselors, coaches, and mentors. Students who achieved in school took part in multiple extracurricular activities both after school and during the summer. Most high achieving females in this study chose not to date in order to be able to concentrate their energies on their studies. High achieving students had a strong belief in self and were resilient about negative aspects of their families and their environment. Although parents of students in this study cared deeply about their children, their involvement in their children’s high school education was minimal. High ability students who underachieved in high school acknowledged that their underachievement began in elementary school when they were not provided with appropriate levels of challenge. Students who underachieved in school did not exhibit the same belief in self, often came from families in which problems were evident, and were not resilient enough to overcome urban environmental factors such as gangs and drugs. The abilities of this group of young people were often unrecognized by their parents, teachers, and guidance counselors. Various cultural differences were found between students from specific cultural groups who achieved and underachieved in school. Various gender differences were also found such as the importance of peer support for females who achieve in school.

Reference:

Case Studies of Talented Students Who Achieve and Underachieve in an Urban High School
Sally M. Reis
Thomas P. Hébert
Eva I. Díaz
Lori R. Maxfield
Michael E. Ratley
 

Conclusions

1. Achievement and underachievement are not disparate concepts. Students in this study experienced both periods of achievement and underachievement throughout their school careers.
2. High ability students who achieved acknowledged the importance of peers in supporting and challenging them to succeed and the positive effects of being grouped with other students of similar abilities.
3. High ability students who underachieved in high school acknowledged that their underachievement began in elementary school when they were not provided with appropriate levels of challenge.
4. Students who underachieved in school did not exhibit the same belief in self, often came from families in which problems were evident, and were not resilient enough to overcome urban environmental factors such as gangs and drugs.
5. The abilities of high ability students who underachieved were often unrecognized by their parents, teachers, and guidance counselors during their elementary school years.