Academic Achievement of Intellectually Gifted Accelerants and Non-Accelerants in Junior High School

Justman, Joseph

doi:10.1086/442092

Cited by 14 publications

(5 citation statements)

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“…Justman (33,34) compared students from special junior high-school classes that finished in two years with nonaccelerated control students of the same level of ability. There were no significant differences on the personality inventory and sociometric ratings, and academic achievement tests showed the accelerated group to be clearly superior in subjectmatter knowledge.…”

Section: Educational Programs-accelerationmentioning

confidence: 99%

Chapter VII: Studies on Motivation and Identification of Gifted Pupils

Tyler¹

1957

Review of Educational Research

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During recent years there has been a tremendous increase in the amount of attention focused on gifted children. Probably the most important reason for this increase is our national concern about possible shortages of top-level personnel, particularly in the science fields. Wolfbein (60) surveyed occupational trends and showed that the high-level occupations will need increasing proportions of the total labor force by 1965 and 1975. Wolfle (61), in a detailed and definitive survey of our potential resources of specialized talent, found that only approximately half of the students who are intellectually in the top 5 percent of the population now graduate from college and thus qualify themselves for high-level intellectual work. He analyzed the reasons for the loss and made some recommendations for improvement of the situation.Not all educators were comfortable with this emphasis on the development of talents of gifted persons primarily for the sake of the national welfare. Faust (22) called attention to the importance of our responsibility to the individual in a democratic society and recommended that educational programs be designed to develop superior individuals rather than simply to channel brainpower into work important to the nation. Anderson (1) and Getzels (25) also registered concern over the tendencies some writers showed to equate manpower with man.The evidence that accumulated with regard to the need for and wastage of high-level talent led to attempts to discover why such a large proportion of highly intelligent youth did not go to college. Berdie (5) conducted a questionnaire study of all 1950 high-school seniors in Minnesota, supplemented by various interview studies. His figures showed that sex and geography affected college going. A smaller proportion of girls than of 391 at Uni of Southern Queensland on June 22, 2015 http://rer.aera.net Downloaded from REVIEW OF EDUCATIONAL RESEARCH Vol. XXV , No. 4boys and a smaller proportion of rural than of urban youth planned to obtain higher education. Money was mentioned as a reason by about one-third of those not going to college; cultural factors seemed to be somewhat more important than economic factors.The Educational Testing Service (21) conducted a very extensive survey of the plans of 32,750 seniors in 478 high schools, almost 7000 of whom were followed up to ascertain whether or not they had actually entered college. The higher the ability level, the larger was the proportion who planned to enter college and who actually went. Other factors bearing on the decision that seemed to operate at all ability levels were friends, class standing, opportunity for counseling, having taken science and mathematics in high school, number of siblings, father's occupation, father's education, and the availability of funds. Cole (13), who carried out a similar survey with a 5-percent sample of all high schools in the United States, discovered similar factors. Havighurst (29) discussed conditions favorable and unfavorable to the development of talent with special em...

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Section: Educational Programs-accelerationmentioning

confidence: 99%

Chapter VII: Studies on Motivation and Identification of Gifted Pupils

Tyler¹

1957

Review of Educational Research

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“…In the nongraded elementary school, older bright children may be accelerated without attending school in the summer through completing two semesters of work in one semester, or three semesters in two. This has now become system-wide practice in the nongraded primary schools of Milwaukee (7).…”

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confidence: 99%

“…Also, the condensing of three years of mathematics, through algebra, into two years in the junior high had the same effect; however, the experimental group as ninth-graders achieved significantly lower than the control group as tenth-graders in geometry. Justman (7,8) concluded that bright students successfully condensed the entire junior high school program in two years.…”

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confidence: 99%

Effects of Condensing Content in Mathematics and Science in the Junior and Senior High School

Klausmeier

Wiersma

1964

School Sci & Mathematics

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Changes are occurring in the type and grade placement of content in mathematics and science in many high schools. Many attempts are being made to shift the methodology of learning from drill to discovery, as indicated by Mayor and Brown (1). Though these changes in content and methodology are occurring, the problem of providing for differences among students in rate of learning still exists. The recently formulated programs in modern mathematics, biology, chemistry, and physics require individualization of instruction, including acceleration whereby some students complete twelve years of school in less than twelve years.One means of bringing appropriate educational content and bright children together is to admit bright children to the first grade at a younger age than other children. Thus, the bright children are the youngest in their classes but do not skip any content. Worcester (2) found this procedure effective in the schools of Nebraska; Hobson (3) reported similar results in the schools of Brookline, Mass.; and Birch (4) drew the same conclusion in the schools of Pittsburgh, Pa.At present, most schools do not grant early admission to bright children, and skipping a grade during the elementary school years is rejected by most parents and educators. However, many school systems hold classes during the summer. Children in the elementary school who are in the upper half of their class in chronological age and who are also bright and high achieving may attend a summer session of a few weeks duration, acquire the essential content of the higher grade to be skipped, and enter the higher grade in the fall. This procedure was tested in the Racine Public Schools. Older bright secondgraders were accelerated to the fourth-grade, after a five-weeks summer session which met for five mornings each week. The results were excellent academically, emotionally, socially, and physically for the children (5, 6). The Racine Public Schools have now incorporated this procedure into their regular operating practice.Another widely-discussed means of accelerating pupils without skipping content is the nongraded classroom. In the nongraded elementary school, older bright children may be accelerated without attending school in the summer through completing two semesters of

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“…Goldberg (28), Passow and Goldberg (56), and Justman (42) and Hague (as cited in 28) in their report of the New York City schools study found the following:…”

Section: Partial Groupingmentioning

confidence: 97%

“…According to Kirp Two studies conducted by Justman (42) and Abram son (2) suggested that grouping by ability had little positive academic effect on the gifted. Abramson's (2) study compared freshman college students with varying grouping practices in their high schools to those students with no grouping practices.…”

Section: Ability Groupingmentioning

confidence: 99%

A study to determine the effectiveness of an enrichment program for selected, highly gifted and talented seventh grade students

McCormack

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Academic Achievement of Intellectually Gifted Accelerants and Non-Accelerants in Junior High School

Cited by 14 publications

References 0 publications

Chapter VII: Studies on Motivation and Identification of Gifted Pupils

Chapter VII: Studies on Motivation and Identification of Gifted Pupils

Effects of Condensing Content in Mathematics and Science in the Junior and Senior High School

A study to determine the effectiveness of an enrichment program for selected, highly gifted and talented seventh grade students

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