Multi-Year Persistence of Nontraditional Students in an Academic Talent Development Program

Abstract

Minority and low-income students traditionally have been under-represented in programs for the gifted. Researchers have suggested using multiple criteria for identification of minority and low-income students and providing support for these students when they participate in gifted programs. This nine-year database study examined factors related to the return rate of nontraditional students who were identified with multiple indicators and who received support while participating in a summer program for academically talented youth. Results indicated that grade point average, achievement test scores, final grade in the first summer of attendance, and socioeconomic status were not significant predictors of returnee status. The authors suggest that more attention be paid to psychosocial variables and that follow-up studies be done with nonreturning students.