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

Giftedness and High School Dropouts:
Personal, Family, and School-related Factors
Joseph S. Renzulli
Sunghee Park
University of Connecticut
Storrs, Connecticut
EXECUTIVE SUMMARY
Introduction
Research studies report that high school dropout rates still remain at high levels
and vary significantly by socioeconomic status and racial/ethnic background (Lunenburg,
2000; Naylor, 1989; National Center for Education Statistics, 2001). Rumberger (1987)
indicated that educators and policymakers have given attention to the issue of high school
dropouts because of the large percentage of minority students who leave school before
graduation. In addition, the performance of schools is sometimes judged by the dropout
rates of these populations. Naylor (1989) pointed out that a great amount of money
should be spent for these dropouts' welfare and lost revenue.
While the issue of high school dropouts has received much attention, the dropout
rate of gifted and talented students has been studied less often at local and national levels
(Robertson, 1991; Sadowski, 1987; Stephenson, 1985). Therefore, little is known about
these students. Previous studies have reported a wide range of estimates of gifted drop
out rates. These estimates vary with the definitions of "giftedness" and "dropouts."
Lajoie and Shore (1981) criticized that gifted dropout studies used vague definitions of
gifted, varied in age and grade levels and needed to follow up on the permanence of those
having dropped out. In fact, many studies about gifted dropouts have focused on
academically high ability students, selected primarily by IQ scores. However, recent
trends in gifted and talented education have employed more flexible definitions. Another
issue in the study of gifted dropouts is the difficulty in obtaining nationally representative
longitudinal data about this population (Robertson, 1991).
Nationally representative longitudinal data from the National Education
Longitudinal Study of 1988 (NELS:88) were used in researching this population. The
longitudinal data included a variety of personal, family, and school variables related to
high school students' dropout decisions. The purpose of this study was to gain
comprehensive information from the NELS:88 data set about gifted dropout students
regarding their reasons for leaving school; parents' reactions; use of time; future career
plans; relationships with parents and peers; and self-concepts. It also compared gifted
dropouts with gifted non-dropouts in terms of personal and educational factors related to
decisions to drop out of school.
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