<p> Gifted programming provides many children with an opportunity to reach their potential (Olszewski-Kubilius & Thomson, 2015). For years, gifted studies have been underfunded (Azano, Callahan, Missett, & Brunner, 2014). A lack of research into gifted programming has left glaring holes in the current understanding of best practices (Plucker & Callahan, 2014). This study included an examination of gifted programming from the standpoint of cognitive theory. The researcher examined archival data from School District A to determine students’ overall academic success when compared to the number of years spent in gifted programming. The data yielded a negative correlation between years spent in gifted programming and ACT score, class rank, and GPA. The data also showed a positive correlation between high school attendance and years spent in gifted programming at School District A. The findings demonstrate the methods used in this study may serve as a useful evaluative tool for evaluating gifted programs. These findings may inform administrative decisions pertaining to resource allocation and curriculum.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10936837 |
| Date | 11 October 2018 |
| Creators | Perkins, Timothy |
| Publisher | Lindenwood University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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