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Cognitive and Affective Learning Outcomes of Gifted Elementary School Students

Western Connecticut State University, delcourtm{at}wcsu.edu

Dewey G. Cornell

The University of Virginia

Marc D. Goldberg

Virginia Department of Mental Health, Mental Retardation and Substance Abuse Services

This project was a 2-year investigation of elementary school children placed in programs for high-ability learners. The primary purpose of the study was to investigate academic and affective changes in students during their first 2 years in a gifted program. Students were assessed during the fall of one year and the spring of the next year. Subjects were from 14 different school districts in 10 states and included African American and Caucasian/ non-Hispanic students. The study compared students enrolled in gifted programs (special school, separate class, pull-out, within-class), high-achieving students from districts in which no program was available at the designated grade levels, and nongifted students in regular classrooms. This project focused on academic and affective student outcomes through multiple administrations of an achievement test, a self-perception survey, and a motivation inventory. In addition to comparing programs in general, an important dimension of the project was to examine characteristics of students from traditionally underserved populations. This was accomplished by including the variables of racial/ ethnic status and the social status of participants. Results revealed that there were differences in cognitive and affective outcomes across program types. Therefore, it is strongly advised that educators conduct ongoing evaluations of their programs to be better able to monitor and address all students' needs.

Key Words: components of gifted programs • outcomes of gifted programs

Gifted Child Quarterly, Vol. 51, No. 4, 359-381 (2007)
DOI: 10.1177/0016986207306320


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