Giftedness and High School Dropouts - Neag Center for Gifted ...

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THE NATIONAL RESEARCH CENTER ON THE GIFTED AND TALENTED The National Research Center on the Gifted and Talented (NRC/GT) is funded under the Jacob K. Javits Gifted and Talented Students Education Act, Office of Educational Research and Improvement, United States Department of Education. The Directorate of the NRC/GT serves as an administrative and a research unit and is located at the University of Connecticut. The participating universities include the University of Virginia and Yale University, as well as a research unit at the University of Connecticut. University of Connecticut Dr. Joseph S. Renzulli, Director Dr. E. Jean Gubbins, Associate Director Dr. Sally M. Reis, Associate Director University of Virginia Dr. Carolyn M. Callahan, Associate Director Yale University Dr. Robert J. Sternberg, Associate Director Copies of this report are available from: NRC/GT University of Connecticut 2131 Hillside Road Unit 3007 Storrs, CT 06269-3007 Visit us on the web at: www.gifted.uconn.edu The work reported herein was supported under the Educational Research and Development Centers Program, PR/Award Number R206R000001, as administered by the Office of Educational Research and Improvement, U.S. Department of Education. The findings and opinions expressed in this report do not reflect the position or policies of the National Institute on the Education of At-Risk Students, the Office of Educational Research and Improvement, or the U.S. Department of Education. ii
Note to Readers... All papers by The National Research Center on the Gifted and Talented may be reproduced in their entirety or in sections. All reproductions, whether in part or whole, should include the following statement: The work reported herein was supported under the Educational Research and Development Centers Program, PR/Award Number R206R000001, as administered by the Office of Educational Research and Improvement, U.S. Department of Education. The findings and opinions expressed in this report do not reflect the position or policies of the National Institute on the Education of At-Risk Students, the Office of Educational Research and Improvement, or the U.S. Department of Education. This document has been reproduced with the permission of The National Research Center on the Gifted and Talented. If sections of the papers are printed in other publications, please forward a copy to: The National Research Center on the Gifted and Talented University of Connecticut 2131 Hillside Road Unit 3007 Storrs, CT 06269-3007 Please Note: Papers may not be reproduced by means of electronic media. iii
Page 1: NRC G/T THE NATIONAL RESEARCH CENTE
Page 7: Giftedness and High School Dropouts
Page 10 and 11: Research Questions Using two differ
Page 12 and 13: were defined more flexibly as those
Page 14 and 15: To examine differences between gift
Page 16 and 17: model was found to be statistically
Page 18 and 19: References Lajoie, S. P., & Shore,
Page 21: List of Tables Table 1. Profiles of
Page 25 and 26: Giftedness and High School Dropouts
Page 27 and 28: 3 et al., 1991). Bachman, Green, an
Page 29 and 30: 5 CHAPTER 2: Review of the Literatu
Page 31 and 32: 7 4. Dropouts reported more behavio
Page 33 and 34: 9 Some research focused on racial i
Page 35 and 36: 11 accommodate a variety of learnin
Page 37 and 38: 13 Table 1 Profiles of Gifted and T
Page 39 and 40: 15 CHAPTER 3: Research Methods and
Page 41 and 42: 17 A causal-comparative design was
Page 43: 19 To compensate for unequal probab
Page 46 and 47: 22 dropouts (83%) responded that th
Page 48 and 49: 24 100 90 80 70 Percent 60 50 40 30
Page 50 and 51: 26 Finally, gifted dropouts' future
Page 52 and 53: 28 Table 7 Factor Loadings, Percent
Page 54 and 55:
30 Percent 100 90 80 70 60 50 40 30
Page 56 and 57:
32 Don't Know 15.3 Ph.D., M.D., etc
Page 58 and 59:
34 Table 9 Mother's Educational Exp
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36 Research Question 3: Are there a
Page 62 and 63:
38 Table 13 Logistic Regression Ana
Page 64 and 65:
40 between the two groups with resp
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42 educational support at home. Eks
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44 have more involvement with regar
Page 71 and 72:
47 References Ascher, C., & Schwart
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49 Grossnickle, D. R. (1986). High
Page 75 and 76:
51 National Center for Education St
Page 77:
53 Tinto, V. (1982). Limits of theo
Page 81 and 82:
57 Variables in the Study Reasons f
Page 83:
59 Pregnancy or child-rearing (F1S7
Page 86 and 87:
62 Also of interest from the Resear
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