Date of Award

Spring 3-2018

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Julie Williams

Second Advisor

Dr. Kathy Grover

Third Advisor

Dr. Sherry DeVore

Abstract

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.

Rights

Copyright 2018

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